The following is from the November issue of the Edudemic Magazine for iPad. Click here to view the app in iTunes.
My daily PLN reading seems to be full of stories about how to use iPads in the classroom. While this is certainly important information, I believe our Twitter feeds could use a few more stories about the positive impact the introduction of iPads are having in schools. Our school has been working with iPads for three years now and I can easily say that these have been the most exciting years of my educational career.
While the decision to share these positive results is a direct result of the positive impact on student learning, it is also important to realize the impact this initiative is having with teachers. I’ve observed the collective knowledge base of our teachers grow at a rate that far exceeds any other period of time in my 13-years at this school.
I’ve never observed anything else that has had the impact on teacher personal learning like the introduction of the iPad.
A Change In Teaching Style
Our focus over this three year period has been to define what it means to teach in a way that allows students to learn differently as a result of this incredible influx of technology. While this project has probably been one of the most difficult things I’ve had to lead as a principal, the changes I’ve observed in teaching style as a result of this project is likely the most amazing thing I will ever have the privilege of being a part of.
I see teachers learning more each day about what it means to become a facilitator of student learning. I see teachers who understand that students have access to unlimited numbers and types of educational resources and teachers that allow students to take more control of their learning. I’m fortunate enough to work with educators that understand our role is more about developing students that know how to learn than it is about filling their heads with rote knowledge.
I believe that the most successful of the students we are educating today will be those that can find information the fastest and know best what to do with that information. I am simply blown away at the impact this initiative has had on the way our teachers teach and the way students learn.
Direct Impact
That’s Fred on the left.
One of the most uplifting things I’ve observed with the introduction of the iPad into the classroom is the way it has directly impacted the learning environment. I’m observing classrooms that understand that learning shouldn’t be restricted to desks in neat rows.
I’m seeing classrooms where students are not only allowed but are encouraged to get comfortable while they learn. It really is an amazing sight to walk into classrooms and see not only high levels of student engagement, but also high levels of student collaboration. I can’t fully explain this observation, but the classroom environment is more peaceful.
I believe this is a result of students having their own highly engaging and personalized learning device and their own space to learn in. They share better, problem solve better and most importantly learn that there is more than one way to solve a problem.
One of the first things we noticed as a result of iPads in the classroom is the direct impact on not only the quantity of student work, but the quality as well. The best examples to depict these points would be in the areas of math and writing. We all know that in a typical math lesson students are assigned about 15-problems to complete for independent work.
Even the best of classrooms can milk these 15-problems for 15-20 minutes. When these same types of problems are presented in a game format on an iPad, students spend the same 15-minutes practicing, but will complete exponentially more problems during that same time period. Writing is often one of the most difficult subjects to teach and is often a struggle to consistently get high quality products from students.
When students are given the opportunity to CREATE written work on an iPad this subject is transformed. I have enjoyed the opportunity to observe students who were formerly reluctant writers flourish when given the opportunity to work in apps like Book Creator. Because students have the opportunity to create beautiful works of art they see the value in sharing their written work with others. Suddenly, students understand that they are writing for an audience and consequently are self motivated to create a quality product. I’m observing classrooms that don’t have to convince students to write and instead have greater numbers of students that choose to write in their free time than ever before.
Maximizing Student Learning Time
Speaking of students writing in their free time, another tremendous result of our 1:1 iPad initiative is the way it has maximized student learning time and extended the learning day for all of our students. In most learning environments all learners don’t finish a task at the same time. This has always caused problems for educators. How do teachers ensure that their students are taking advantage of down time in the classroom and making responsible choices about what to do during that time. The iPad has dramatically impacted student down time.
Because every student has their own iPad individualized for their learning needs, there isn’t down time in the traditional sense of the word. When students complete a task, they know what to do next, they pick up their iPad or switch apps and continue to be engaged in educational content. I’m observing classrooms that have dramatically increased the amount of student learning time as a result of having an iPad for every student. One of the interesting side benefits of this is the impact taking an iPad home can have on student learning.
There are plenty of creative homework assignments I’ve witnessed all of which have resulted in not only deep learning but also improved home school communications. However, some of the most refreshing examples of extended learning opportunities as a result of sending iPads home are the many impromptu learning opportunities that have occurred. One simple example of this are the many iMovies I’ve seen created by families at home.
What I know about this is that these families spent quality time together all engaged in learning how to use an incredibly powerful tool. I know in each of these situations that our students had the opportunity to shine at home that night. They were the expert, they had the opportunity to show their parents how to do something. It is so easy to see the benefits of this when that child shows up at school the next day and can’t wait to show you what they created the night before.
The Journey Continues…
This has been an incredible journey and I’m so excited to see where it takes us. While redefining what teaching and learning looks like in the 21st century isn’t an easy journey, it’s one well worth taking.
Not only have I had the opportunity to observe students engaged with their learning to a degree never before observed, I’m seeing teachers engaged and motivated with their craft to a degree never before witnessed.
I’ve never seen anything that can have this impact on both students and teaches at the same time. It is certainly an exciting time to be in education!
Fred Z. Sitkins
Boyne City Elementary School
sitkins@boyne.k12.mi.us
231-439-8300
http://www.ipadpd.com/blog.html
Want to learn more about Fred and his experiences with iPads in education? Download the Edudemic Magazine iPad app! Fred has been a regularly contributor to the magazine over the past several months. He’s shared his insight, experiences, and much more.
I can only reiterate your enthusiasm. I teach English as a second language virtually. All of my students are workers and face the usual problems that arise with adult education e.g. finding a satisfactory balance between work, family, social life and study. However, due to the possibilities that devices such as the iPad and Web 2.0. developments offer in the way of creativity, flexibility and student-centric approaches to teaching and learning, I am also witnessing results similar to the above. The majority of my students are taking responsibility for their own learning and making use of the virtual spaces I provide to practice various literacy skills. It’s wonderful to experience such motivation and to be able to have an overview of what they are creating in their spare time. I’m learning from them as well and enjoying the exchange.
Not all staff or students at my school have had iPads as yet but even so I can say teaching and learning possibilities have opened up. As a lucky teacher of students in the year level at which our pilot program was run I did have the opportunity to work with an iPad this year and each term at least 4 of my students in that class have had them too. 12 months ago I was bored with teaching, had lost my enthusiasm for it and felt like everything I was wanting and trying to do was being blocked. I hated what I was being asked to teach and the materials I was being asked to use. Fast Forward 12 months and I can safely say I love teaching again! The iPads have opened up creativity, the chance for me to trial new assessment methods and to experiment with a more constructivist approach to the teaching of languages. And my students seem to love having an ‘end product’ which they can share with the whole world if they choose to. I can safely say I will not be looking for another career after all!
The timing could not be better: As the research on learning (contrasted with teaching) emerges, as the understand of the importance of student-centered approaches to that learning emerges, the technology that enables such approaches to succeed is available. It’s “individual and small group schooling” building upon the best features of homeschooling. A great testimonial that should be shared widely.
1:1 could be done better with laptops/chromebooks – It just took Apples marketing department to get the teachers and schools started on engaging students.
Yes and no Niels. Up until the ‘Ultrabook’ (MacBook Air) 1:1 laptop programs suffered from battery life issues. Netbooks weren’t a good solution because they tended to be slow and underpowered (and trust me, nothing kills a classroom faster then sluggish unresponsive software). Then came the iPad with it’s nearly 8 hours of use, which is a full school day. And that, along with a snappy interface, is what won out when it got into teacher’s hands. Same way it won out when it go into normal customers hands.
Now what Principal Sitkins could speak to is how classroom management is handled, what are some of the methods by which students share work between each other and the teacher. Personal is great, but it’s the group aspect that has me twitching as a former 1:1 laptop school employee. Currently iPads and iOS is not really set up for doing efficient group work. Thank goodness Apple finally got the message and added “Open In…” to the iWorks for iOS Apps in the iOS 6 compatibility update in September.
Which app is the girl drawing with, in the photo?
I find it interesting that you say you have had amazing results with children writing more (quantity) and better (quality). I have found this not to be true. I would most heartedly agree that children are more motivated writers and love using technology, however, I would not agree that their quantity or quality is any better than if they had written in a book. Maybe I’m old fashioned but I am yet to see an improvement in writing other than motivation particularly for challenged writers. Would you say this was all of your children that have improved greatly or your middle and upper children? I would be interested to know. Thanks for an interesting site.
Combining various learning methods is very diversifying for kids, thus keeping them motivated. However I would not recommend the exclusive use of iPad. Getting them familiar with technology at an early age is great, but kids need to improve their hand writing (among other things).! Also, I would hope the school provides the tablets, not the parents. These devices are awe-inspiring, but incredibly expensive
As someone who will be sending their child to school next year, I have actually asked our school about this ipad inthe classroom idea. Our school doesnt get 1:1 ipads and if you are lucky its one ipad per age group.
I do understand that in this day and age that technology plays a huge and important part in a childs life, I am still in a big believer in children learning to read and write in the old school way. I also encourage my children to look things up in books instead of rushing to google to find answers.
I think it is better off being left to high school students than introducing it to primary school children where the focus should be on teaching the three rs in life
Great results and fully endorsed by my experiences at our school. One of the other hidden benefits I have seen in our school is the level of collaboration and sharing of information to create new learnings. Interestingly it causes students to interact with each other even though they do not usually “hang out” together in informal settings. Great for pastoral care and developing understandings especially in multi cultural environments.
Thank you for sharing your experience! It is always so great to hear from someone who is actively involved in using mobile devices in the classroom. The point you make about downtime is reason enough to add mobile devices to classrooms! keep students learning and involved even after they have finished the required work.
Thank you for sharing your experience. I would like to know what are the results on children with learning disabilities such as dyslexia?