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iPad    Summit  USA    2012                                                          Sponsored  by  EdTech  Teacher,    November  7-­‐8,  Harvard  Medical  School,  Boston,  MA    http://ipadsummitusa.org/about/edtechteacher-­‐ipad-­‐summit-­‐usa-­‐2012/    Draft  Notes  from  A.  Ford  (12-­‐4-­‐12).      Select  presentations  and  other  resources  are  included  on  the  D2L  site  entitled,  “Ford  -­‐  Master’s  Project  Workgroups”.    …  see  iPad  section.        My  Notes…  Summary  of  key  summit  themes  and  connection  with  literature.        1.  iPad  is  a  tool  –it  is  not  the  goal—learning  is  and  higher  order  thinking;    a  main  goal  is  providing  a  support  tool  for  students  to  enhance  their  learning  and  position  them  to  apply  and  create  new  knowledge.        One  questions  that  is  often  raised  is  “What  can  I  (or  students)  do  with  the  iPad  that  would  be  difficult  to  do  without  this  tool?        Many  presenters  referred  to  the  SAMR  model  developed  by    Ruben  Puentedura  (2006).    The  SAMR  model  helps  teachers  think  about  the  level  at  which  integration  of  technology  is  occurring.    Is  it  a  “tool  substitute”  (Shakespeare  texts  read  in  online  versions)  or  augmentation  (e.g.,  dictionaries,  study  guides,  history  sites  linked  to  online  text).    Or  is  the  technology  integrated  at  a  more  transformative  stage,  by  achieving  “modification”  where  significant  task  redesign  occurs  (e.g.,  textual,  visual,  audio  tools  for  construction  of  shared  knowing  like  students  using  in  instant  messaging  app  to  share  information  about  a  passage)  and/or  “redefinition”  where  the  creation  of  new  tasks  occurs  (e.g.,    students  create  parts  of    play  using    Puppet  Pals  App).        (Puentedura  presentation,  2006).      

 Figure  1.  SAMR model from Ruben Puentedura. Source: Transformation, Technology, and Education. (2006)            

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 Other  presenters  used  Bloom’s  taxonomy  to  convey  a  similar  message    -­‐-­‐that  the  iPad  is  a  tool  that,  when  used  planfully,  can  facilitate  learning  a  much  higher  levels    (Gorman,  2012).    The  push  is  to  move  toward  higher  order  thinking  skills,  focusing  on  Bloom’s  upper  levels  (using  the  revised  labels,  Anderson  &  Krathwohl,  2001),  of  “Applying”,  “Analyzing”  and  “Evaluating”  and  “Creating”.  Various  educators  have  taken  Blooms  Taxonomy  and  listed  groups  of  apps  associated  with  each  level  of  the  taxonomy  (Darrow,  2011;  Tolisano,  2011)      

   

Still  others  talk  about  using  the  iPad  for  creating  vs.    consuming  (Daccord,  2012,  iPad  Summit).        Two  overall  messages  are  conveyed  here…  1)  too  often  the  tool  or  app  is  in  the  forefront  (“this  app  is  cool  …how  can  I  use  it”)  vs  the  learning  objective  (how  can  I  help  students  understand  this  math  concept);  and  2)  it  is  important  to  pursue  collaborative,  self-­‐directed  and  higher  order  thinking  opportunities.          2.  Why  iPads?    

Why  use  iPads  or  eTablets  ?    Among  the  general  features  mentioned  (Holland,  B.,  iPad  Summit  2012)  are:    1)  customizable;  2)  mistake  tolerant;  3)  accessible;  4)  mobile;  5)  communicative;  6)  collaborative;  and  7)    publishable.      

Below  is  a  more  detailed  list  related  specifically  to  iPads:      

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• “Users to date are finding that through the use of different apps, students are able to choose the type of product they construct to demonstrate their understanding.

• The iPad is a personal device and reasonably costed to act as a 1 to 1, anywhere, anytime learning device.

• The abundance of apps and access to information on a vast range of topics allows students to pursue areas they are interested in learning about.

• Notes can be kept in one spot, commented on and available anywhere. • The touch interface correlates to the technology students use in their everyday life and allows a

high level of interactivity. • A 10 hour battery life means the iPad can be used throughout the entire school day. • The instant startup of the iPad means greater use of class time for learning. • There is anywhere, anytime access to current information that contains text, sound, images and

interactivity. Information is represented with rich multimedia and data visualization techniques. • Light and portable, easily carried in the school bag and to and from class. • Heavy schoolbooks could in time be replaced by virtual eBooks and these can be updated in a

timely fashion. Documents and tasks can be uploaded to iBooks by the teacher and downloaded onto the iPad by the student and vice versa. Texts and documents can be annotated and commented on by multiple students and teachers.

• The iPad is seen to be an intuitive device and minimal technical support is required. • The iPad can be used with peripherals. For example the iPad can be slotted into a case which

connects to a full size keyboard for extended periods of writing. There are also a number of other docking options which provide access to a full sixed keyboard. Voice recognition apps can also be useful for inputting large amounts of text and is another option worth investigating. (Victoria Department of Education and Early Childhood Development, http://www.ipadsforeducation.vic.edu.au/why-­‐ipad).”

3.  Why  for  students  with  disabilities  (for  purposes  of  this  document,  we  will  focus  mainly  on  students  with  mild  disabilities)?  

In  addition  to  the  reasons  above,  some  presenters  stressed  the  built-­‐in  accessibility  features  were  of  the  iPad  (Wilson,  iPad  Summit,  2012.).      Also,  we  know  that  having  a  personalized,  high  status,  device  that  can  assist  with  common  learning  challenges  of  students  with  mild  disabilities.      

a. Built-­‐in  Accessibility  Features    

•  VoiceOver  &  Speak  Selection  •  Zoom  &  Large  Text  •  Invert  Screen  Colors  •  Keyboard  Shortcuts  •  Reminders  •  iCal  &  Clock  •  Restrictions  •  Siri  Personal  Assistant  •  FaceTime  •  Find  My  iPad  •  Find  My  Friends  •  iMessage  

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•  Guided  Access  •  MultiGestures  •  Assistive  Touch  •  Mono  Audio  

b. Has  potential  to  address  many  common  learning  challenges  of  students  with  mild  disabilities.    Among  the  educational  characteristics  experienced  by  students  with  mild  disabilities  are  (Henley,  Ramsey  &  Algozzine,  2009.).    In  the  parentheses,  this  author  notes  how  the  iPad  addresses  certain  difficulties  

• Lack of interest in school work (the iPad is motivating as a learning tool) • Prefer concrete rather than abstract lessons (the iPad can address leaning at all levels; it is

important for the teacher to move the student to uses the involve collaboration and higher order thinking)

• Weak listening skills (iPad is a multimodal tool – very visual) • Low achievement/Achievement gaps (with teachers, the student can work on targeted objectives to

address current level but streamline to reduce gaps in foundations and essentials; study tools/learning strategies can be incorporated into personalized iPad).

• Limited verbal and/or writing skills (many apps are designed to support verbal and writing abilities; alternative ways to show understanding are also readily available on the iPad).

• Right hemisphere preference in learning activities (although some of the distinctions made about left vs. right brain functioning have been revised (Burns, 2011) the right brain is tends to be associated with more visual learning and processing information more holistically (big picture) and the left brain is seen as the logical, sequential processing. Apps, like any teaching, will need to respond to diverse learning styles).

• Respond better to active rather than passive learning tasks. (depending on the app selection, iPads lend themselves to active projects, creation of information).

• Have areas of talent or ability that are overlooked by teachers [(ability to differentiate and foster talents (musical, drawing, etc.) enhanced.]

• Prefer to receive special help in regular classroom [iPads are not stigmatizing; of course anything can become stigmatizing if only students with disabilities use them; still better than many accommodations].

• Distractible (iPads will not automatically reduce distractions; but if carefully taught, can maintain interaction with content.)

4.    Which  apps  tended  to  be  mentioned  a  lot  and  for  what  purposes  (also  see  overall  list  from  edtechteacher.org  attached  to  this  summary).        

   Yikes!!!    Given  the  exponential  growth  of  apps,  it  is  easy  to  get  overwhelmed  when  deciding  which  ones  to  use  with  students.    The  presenters  at  the  conference  had  a  clear  preference  towards  

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free  apps.      Below  is  a  list  of  apps  that  were  mentioned  frequently,  across  presenters.    Note:    Image  from:    www.guymag.net/articles/lifestyle/tech/wipe-­‐your-­‐apps/  )  

a. Students  explain  work  through  Recordable  Whiteboard  Programs  or  just  audio.  Basically  turns  the  iPad  into  a  recordable  whiteboard.    You  can  use  these  apps  for  assessments  (students  can  verbally  explain  the  work  that  they  put  together  on  the  screen),  homework  reminders,  video  tutorials;  strategy  reminders,  etc.    add  commentary  to  photos,  map  out  a  sports  play…  etc.    share  through  email,  etc.      

Educreations  (free).      http://itunes.apple.com/au/app/educreations-­‐interactive-­‐whiteboard/id478617061?mt=8  

ShowMe  (free).    https://itunes.apple.com/au/app/showme-­‐interactive-­‐whiteboard/id445066279?mt=8  

ScreenChomp  (free).    Some  think  it  is  more  intuitive  than  Showme  or  Educreations.      https://itunes.apple.com/us/app/screenchomp/id442415881?mt=8  Kindergarten  teacher  example:    http://www.adigitalkindergarten.com/2011/07/screen-­‐chomp-­‐recordable-­‐whiteboard-­‐app.html    Explain  Everything  ($2.99).    can  insert  typed  text;  ability  to  export  to  Youtube,  Dropbox,  and  Evernote.          iTalk  (free)  or  Audioboo  iPad  Edition  (free).    A  recording  app…  just  audio  like  a  tape  recording.    https://itunes.apple.com/us/app/audioboo-­‐ipad-­‐edition/id540074002?mt=8    

b. Notetaking/Study  Habits        Notabilty  ($0.99)  or  Paperport  (free).      Can  annotate  pdfs  and  create  original  notes  and  word  process  at  same  time.    Notes  can  be  exported  as  pdf  to  Dropbox  via  email.      SoundNote  ($4.99)  or  AudioNote  ($4.99).        Used  to  take  notes  in  meetings,  classes,  interviews,  etc..  It  tracks  what  you  type  and  draw  while  recording  audio,  so  you'll  never  worry  about  missing  an  important  detail.  During  playback,  just  tap  a  word:  SoundNote  will  jump  right  to  the  proper  time  in  the  audio.  https://itunes.apple.com/us/app/soundnote/id364789577?mt=8  iBooks  (free).    Students  can  use  this  to      

c. Organizing  ideas,  writing,  reading      Popplet    (lite  version  free)    

Bookcreator.  ($4.99)  One  of  the  easier  to  use  apps  for  creating  and  publishing  short  story  books.    Finished  books  can  be  saved  in  Dropbox,  iBooks  and  Evernote.      Here  is  a  blog  from  a  special  ed  teacher  who  is  using  this  app:    http://tworeflectiveteachers.blogspot.com/2012/04/thursday-­‐is-­‐app-­‐day-­‐book-­‐creator.html  

 d. Exploration,  interest  and  motivation  

 Google  earth.      Drawing  pad  (1.99)        Can  finger  paint  with  this…  draw,  etc.      

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e. Networking  Edmondo    (www.edmodo.com)  .    “Provides  a  safe  and  easy  way  for  your  class  to  connect  and  collaborate,  share  content,  and  access  homework,  grades  and  school  notices.  “    Here  is  a  blog  on  how  teachers  are  using  Edmondo:    http://blog.edmodo.com/2010/11/23/we-­‐asked-­‐you-­‐answered-­‐15-­‐more-­‐brilliant-­‐ways-­‐to-­‐use-­‐edmodo/      ePals.  (www.ePals.com.)    To  connect  with  a  classroom  around  the  world.        

f. Higher  level  creating….    e.g.,    Plays,  Dialogues      Puppet  Pals  (free).        https://itunes.apple.com/us/app/puppet-­‐pals-­‐hd/id342076546?mt=8  Teacher  example  (“EBD  Classroom):    http://ebd35.wordpress.com/2011/02/09/puppet-­‐pals-­‐app/  

Animator  Free  +  2.99.    One  the  easier  apps  for  creating  flipbooks..  putting  figures  in  motion,  etc.      Teacher  example-­‐  understanding  exponents.    http://www.mathycathy.com/blog/2012/11/animator-­‐free-­‐app-­‐helps-­‐students-­‐understand-­‐exponents/    iMovie      note—read  Daniel  pinks  book  ]      

g. Submitting/sharing  work/giving  input        Dropbox  Evernote  …”more  organizational  capabilities  but  might  want  both”  Moodle    Converting  to  pdf  and  put  on  iPad  …  Jolyprint      ePub    notability      goodnotes        Poll  everwhere        socrative    

5.    Often-­‐mentioned  Resources  (beyond  apps)  to  support  educators  

a.  http://www.techchef4u.com      a  site  by  Lisa  Johnson.    Great  for  advice,  example  plans,  etc.      

b.  Hot  Apps  4  HOTS  …  book  by  Lisa  Johnson  &  Yolanda  Barker.    58  pages.    Free  on  iPad  to  view  in  iBooks.      

c.  Pinterest.com    This  is  an  online  pinboard.    It  is  a  good  place  to  find  iPad  lessons  and  advice.    For  example,  here  are  some  contributions  for  ipad  writing:    http://pinterest.com/search/pins/?q=ipad+writing  

d.    http://www.scoop.it/t/ipads-­‐in-­‐education.        Scoop.it  is  a  free  publishing  platform    …  one  can  create  a  magazine  and  share  information  through  this  vehicle.    Topics  like  “iPads  in  education”  are  created  and  have  many  followers  –like  us.      

   Other  ….    Justand.  (  $89).    A  device  that  turns  iPad  into  a  document  camera.    http://www.ipaddocumentcamera.com/  Airsketch    ($10  app).    Allows  you  to  write  on  your  iPad  and  have  it  appear  on  your  projector/tv  wirelessly.      

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References        Anderson,  L.  W.,  &  Krathwohl,  D.  R.  (Eds.).  (2001).  A  taxonomy  for  learning,  teaching  and  assessing:  A    

revision  of  Bloom's  Taxonomy  of  educational  objectives:  Complete  edition,  New  York  :  Longman.  

 Bloom,  Benjamin  S.  &  David  R.  Krathwohl.  (1956).  Taxonomy  of  educational  objectives:  The  classification  of  

educational  goals,  by  a  committee  of  college  and  university  examiners.  Handbook  1:  Cognitive  domain.  New  

York  ,  Longmans.  

Darrow,  D.  (2011).    K-­‐5  iPad  apps  according  to  Bloom’s  Taxonomy.      Retrieved  November  30,  2012  from  

http://www.edutopia.org/ipad-­‐apps-­‐elementary-­‐blooms-­‐taxomony-­‐diane-­‐darrow.  

Henley,  M.,  Ramsey,  R.S.  &  Algozzine,  R.F.  (2009).    Common  characteristics  of  students  with  mild  disabilities.    

Excerpt  from:    Characteristics  of  and  Strategies  for  Teaching  Students  with  Mild  Disabilities,  p.  50.  Retrieved  

December  3,  2012  from  http://www.education.com/reference/article/common-­‐characteristics-­‐students-­‐

mild/.        

 Puentedura,  R.  (2006).    Transformation,  technology,  and  education.      Retrieved  November  30,      

2012  from  http://hippasus.com/resources/tte/.          

Tolisano,  S.R.  (2011).    Bloom’s  taxonomy  and  iPad  apps.    Retrieved  November  30,  2012  from  

http://langwitches.org/blog/2011/08/21/blooms-­‐taxonomy-­‐and-­‐ipad-­‐apps/  

Victoria  Department  of  Education  and  Early  Childhood  Development.    (n.d.).    iPad  educational  features.    Retrieved  

November  30,  2012  from  http://www.ipadsforeducation.vic.edu.au/why-­‐ipad/ipad-­‐features.  

 

Left  vs.  Right:  What  Your  Brain  Hemispheres  Are  Really  Up  To.    July  12,  2011  by  Martha  Burns,  Ph.D  

http://www.scilearn.com/blog/left-­‐brain-­‐right-­‐brain-­‐hemispheres.php