Lesson+1

1. McCrea, B. (2011, April 28). Prepping for iPads in school. //T.H.E. Journal //. retrieved January 13, 2012, from []

Prepping for iPads in school is a brief description of how some schools are embracing the iPads. Taking a non-traditional approach, The Master's Academy in Oviedo, Fl is going full speed ahead with purchasing iPads for each student. They have committed to implementing this process for the next school year and are prepared to face the challenges as they arise. The article discusses the hurdles that the school may be facing: internet accessibility, security, financing, and web browsing monitoring. Benefits that the school foresees includes: teaching students about technology, increase productivity, communication, collaboration, and problem solving. The school is functioning under the philosophy that the benefits if the iPads will be for the "learning management systems", not on apps.

As much as I like to be innovative, I believe The Master's Academy is taking a huge gamble without all the preparation and organization that is needed to effectively implement the process. Not understanding the complete role/capabilities of the infrastructure is not a good idea. Both staff and student frustrations will decrease the use of the technology if they run into major problems with bandwidth and security. I believe there is enough professional consultants that could help them prepare before making this commitment.

I am such a fan of so many apps, I wonder how students will be able to access apps. School-owned devices will not allow students many freedoms towards apps. I believe that if the apps are not the main focus for attraction, a netbook or laptop would be more practical.

2. McCrea, B. (2010, January 27). Measuring the iPad's potential for education. //T.H.E. Journal //. retrieved January 13, 2012, from []

Measuring the iPad's potential for education discusses the varied levels of excitement that individuals have towards the iPad. The article covers how ipads are useful in special education classrooms, teachers’ willingness to personally purchase, and the impact it has on textbooks.

I am the perfect example of the person who was willing to make the personal investment towards a device I use mostly at work. As I did this, I am leary of this approach with everything that has politically occurred in education this past year. I would hate to create the expectation that teachers should financially support/be responsible for innovating or creating a more efficient learning environment. I do believe that is the responsibility of the school.

If I was entering college again, I would be extremely excited if my textbooks were all downloaded to one device. Students would be able to access the books to study whenever a free moment occurred without always carrying along a heavy backpack.

3. Shah, N. (2011). Special Education Pupils Find Learning Tool in iPad Applications. //Education Week//, //30//(22), 1,. retrieved January 13, 2012, from ERIC.

Special education pupils find learning tool in iPad applications discusses how the iPad can replace many very expensive, bulky adaptive learning devices for students with special needs. While the article specifically talks about the apps for students with Down syndrome and autism; I can envision much more in our school. Students with learning disabilities feel much more confident when they can use the iPad apps as reinforcements to their learning. We also with have more students who have unique needs after a serious car accident. As the girls begin to be released from the hospital, our school needs to find ways to continue their learning when they are wheel chair bound with both arms broken. I have already found programs on the iPad that will allow them to communicate their knowledge to their teachers.

4. Bird, E. (2011). Planet APP. //School Library Journal//, //57//(1), 26. retrieved January 13, 2012, from ERIC

Planet app: Kids' book apps are everywhere. But are they any good? Is an article that the author takes you through the process of how to critique and review book apps before purchasing them. Considering the features such as turning off narrations, skipping parts, and language selections are important. Other practical factors to consider include the desire to re-read, offering of interactive options, and whether it is designed for your child read it independently or is it created for shared reading. The author then provides his review and critique for several book apps. Two books that intrigued me to look further were Emma Loves Pink and What Does My Teddy Bear Do All Day? I think teaching students these reviewing factors in school will be important skills for 21st century learning. I think the ability to consciously select appropriate book apps is important for all ages.

5. Waters, J. K. (2010). ENTER THE iPAD (or not?). (cover story). //T H E Journal//, //37//(6), 38. retrieved February 2, 2012 from Ebscohost.

The intent of this article is for the reader to gain a better understanding of the features that an iPad offers compared to the netbook or laptop. As school integrate iPads into their curriculum, whether it is slowly or as school wide initiatives, I appreciate the stance that the devices will fill a gap rather than replace other devices. Some of the features of the iPad that appear attractive to schools include: portability, research capabilities, battery life, touch screen and apps. When it comes to large projects, the laptop is a necessity when considering saving, keyboard size, videos, and ability to transport materials from multiple locations (i.e., jump drives). I agree with the author that there is an everyday use for both types of devices within school and each has a purpose. You could not solely function with one device. Finding the appropriate balance between devices will be the challenge that schools face, especially when budgets are tight.

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