iPads in Instruction and Learning
Abe
Arispe, Cindy Hinson, Krystle Pearson, Stephanie Reade
Abstract
In the
evolving world of technology, it is crucial to make sure educators are prepared
in the realm of technology integration. Technology advances are made on
a daily basis; therefore we have to make sure that we keep up with the changes.
By keeping educators current with new technology, we ensure that students are
getting the most advanced training. This article will provide the teacher the knowledge
to use iPads as part of their course.
Keywords: iPad,
iPhone, Laptop, Instruction, Learning, apps, Technology, iTunes,
iPads
in Instruction and Learning
Technology advances are made on a daily basis. Technology
in education is no different. According to Gov. Angus King and Maine
Commissioner of Education Stephen Bowen, “…schools must engage students more --
or risk losing them -- and they said iPads and laptops are a good way to get
students' attention and to tailor instruction to their needs. They supported
greater teacher training in technology, so students get full advantage of the
machines, and they supported increasing innovation in schools” (Tice,
2011). However, keeping up with the
technological advances that facilitate student learning and growth can be a
daunting task for the educator. This lesson for educators on how to utilize iPads
in order to enhance instruction and student learning helps to educate the
educators on how to use an iPads, apps within the iPads, and align the apps to
state standards. When this lesson is complete, the educator will utilize iPads
education apps to enhance the curriculum in alignment with state standards by
showing and using at least four iPads app lesson plans per year.
In order to make the lesson plan successful, proper
planning must occur. This means that by taking the proper steps to organize the
lesson the goal will be obtainable. The steps taken to create this lesson plan appear
in Figure 1. The chart, following the
Dick, Carey, and Carey model shows that the lesson will start with presenting
why use and iPads in education. Then it will identify learners that would
benefit from the use of the iPads in learning. The instruction would follow
with presenting how to use the iPads, apps that are beneficial to student growth
and learning, and then allow time for practice using the apps in a hands-on
format. Next, would be the instruction on how to align apps to state standards
via lesson plans and course design. Lastly, the educators will be assessed on the
goal by showing the use of iPads apps, not only in lesson plans, but also in teaching
evaluations and student growth data.
Educator will utilize iPads education
apps to enhance curriculum in alignment with state standards by showing and
using at least four I-pad app lesson plans per year.
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||||
1.0
Explain:
Why use the iPads?
|
2.0
Identify
Learners
|
3.0
Instruction
|
4.0
Align
Apps to State Standards
|
5.0
Assessment
|
3.1
Present
Information
|
4.1
Lesson
Plans
|
5.1
Shown
in Lesson Plans
|
||
3.2
Present
Apps
|
4.2
Courses
|
5.2
Demonstrate
in Evaluation
|
||
3.3
Practice
Hands-On
|
5.3
Demonstrate
with Student Growth
|
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Figure 1.This figure illustrates the steps
taken to create this lesson plan.
In the ISD Report, educators will receive information in
the setting of Professional Development training. Given the consideration of
the newness of the information, teachers will receive a folder with important
materials. Some of these materials will include: a sample iPads lesson plan,
research based information on the effectiveness of using educational apps, a
list of educational apps that can be applied to daily curriculum, and a sample
of the assessment report that will be used to assess implementation. A learner analysis
showing the demographics of the educators that will participate in the lesson
plan appear in Table 1.
Table
1
|
|
Learner Analysis
|
|
Age
|
Twenty-One
thru Sixty year old educators of both male and female gender
|
Maturity Level
|
100%
of the participants have a Bachelors Degree. Within the last 3 years, 70% of
those educators have received a Bachelors or Masters degree while completing
a technology course for their degree program
|
Motivation
|
A
focus will be placed on veteran teachers within 5 years of retirement that
are less reluctant to use technology within their daily lessons.
|
Attitude toward the subject
|
The
teachers have diverse views and opinions about the training. However, a focus
will be placed to curtail any hesitancy about the effectiveness of technology
integration within their class settings.
|
Expectations and vocational
aspirations
|
The
educators are in hopes of receiving information that is valid and can be used
effectively in their planning process.
|
Previous or current work experience
|
The
participants are highly qualified teachers.
|
Talents
|
The
participants are creative in their education background.
|
Cultural diversity or disability needs
|
Although
diversity should not pose a direct challenge any teachers with cultural
barriers will receive information that is applicable to their course content.
In addition, teachers who teach special education students will receive
information on apps that can be useful in providing instruction.
|
Creating a goal, defining the tasks that need to be completed,
and understanding the learner demographics are important to a successful
lesson. However, now that the basic outline for the lesson plan is completed,
creating the walls and infrastructure to stand on the foundation is important.
The next step to building the walls is to develop objectives for each task that
will point the learner towards reaching the goal of the lesson plan. Figure 2
shows the objectives created for each task. Each objective is measurable and obtainable
Educator will utilize iPads
education apps to enhance curriculum in alignment with state standards by
showing and using at least four iPad app lesson plans per year.
|
||||
1.0
Explain: Why use the iPads?
Given a presentation on the use of iPads
in the classroom, the learner will verbally list three reasons why iPads
should be used in instruction.
|
2.0
Identify Learners
Given a presentation on
instructional success of all students, on a written test, learner will
properly match various student learners to their corresponding ways an iPads
can help instruction.
|
3.0
Instruction
Given a presentation on educational
apps and thirty minutes of hands on practice working with the educational
apps, on paper, learner will identify three different educational apps and
list two reasons each app can enhance instruction.
|
4.0
Align Apps to State Standards
Given instruction and samples of how
to align apps to state standards, learner will align an app to a state
standard and write a mock lesson plan utilizing the app.
|
5.0
Assessment
|
5.1
Shown in Lesson Plans
Given a day of practice using
educational apps, aligning them to state standards, and writing them into
lesson plans, learner will show the use of an educational app in a lesson
plan
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||||
3.1
Present Information
|
4.1
Lesson
Plans
|
5.2
Demonstrate in Evaluation
Given a day of practice using educational apps,
aligning them to state standards, and writing them into lesson plans, learner
will demonstrate the use of an educational app during an evaluation conducted
by the institution administration.
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3.2
Present Apps
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3.3
Practice
Hands-On
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4.2
Courses
|
5.3
Demonstrate with Student Growth
Given a day of practice using educational apps,
aligning them to state standards, and writing them into lesson plans, learner
will demonstrate the use of education apps enhancing curriculum by an
increase in student growth
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Figure
2.
Task analysis flow chart with objectives. This figure illustrates the
objectives for each task towards success of the goal.
Along with creating objectives comes the need to also
creating effective assessments that will measure the student’s understanding of
the topic in each task. Assessments can vary based on the objectives. Table 2
shows the objectives and their alignment to assessments that will help the
learners to reach the final goal of the lesson plan successfully.
Table 2
Objective and Assessment Alignment Chart
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Goal
|
Task
|
Objectives
|
Assessment
|
Educator will utilize
iPads education apps to enhance the curriculum in alignment with state standards
by showing and using at least four iPads app lesson plans per year.
|
1.0
|
Given a presentation
on the use of iPads in the classroom, the learner will verbally list three
reasons why iPads should be used in instruction.
|
Task
Assessment:
Verbal List of 3 Reasons to Use iPads in
Instruction
|
Given a presentation
on instructional success of all students, on a written test, learner will
properly match various student learners to their corresponding ways iPads can help instruction.
|
Task
Assessment:
Student Learner
Matching Test
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||
3.0
|
Given a presentation
on educational apps and thirty minutes of hands on practice working with the
educational apps, on paper, learner will identify three different educational
apps and list two reasons each app can enhance instruction.
|
Task
Assessment:
3, Two Sentence,
Written App Analysis
|
|
4.0
|
Given instruction and
samples of how to align apps to state standards, learner will align an app to
a state standard and write a mock lesson plan utilizing the app.
|
Task
Assessment:
Mock Lesson Plan
Incorporating the Use of an Educational App
|
|
5.0
|
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will show the use of an educational
app in a lesson plan.
|
Task
Assessment:
Use an Educational
App Aligned With State Standards in a Formal Lesson Plan
|
|
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will demonstrate the use of an
educational app during an evaluation conducted by the institution
administration.
|
Task
Assessment:
Teaching Evaluation
of Use of Educational App Aligned With State Standards
|
||
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will demonstrate the use of education
apps enhancing curriculum by an increase in student growth.
|
Task
Assessment:
Performance
Evaluation Based on Student Growth in the Classroom from Use of Educational Apps
Aligned With State Standards
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For each assessment
there must be a way to measure and score the learners. For this lesson plan,
the assessments will be scored by a rubric as well as a teacher evaluation
form. The rubrics appear in Table 3.
Table
3
Assessment Rubrics
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Objective
|
4
|
3
|
2
|
1
|
1.0
Given a
presentation on the use of iPads in the classroom, the learner will verbally
list three reasons why iPads should be used in instruction.
|
Student will accurately list 3 or more
reasons to use iPads in instruction.
|
Student will accurately list 2 reasons
to use iPads in instruction.
|
Student accurately list 1 reason to
use iPads in instruction.
|
Student failed to accurately list any
reasons to use iPads in instruction.
|
2.0
Given a
presentation on instructional success of all students, on a written test,
learner will properly match various student learners to their corresponding
ways an iPads can help instruction.
|
Student will accurately match at least
5 student learners to their corresponding ways an iPads can help instruction.
|
Student will accurately match at least
4 student learners to their corresponding ways an iPads can help instruction.
|
Student will accurately match at least
3 student learners to their corresponding ways an iPads can help instruction.
|
Student will accurately match 2 or
less student learners to their corresponding ways iPads can help instruction.
|
3.0
Given a
presentation on educational apps and thirty minutes of hands on practice
working with the educational apps, on paper, learner will identify three
different educational apps and list two reasons each app can enhance
instruction.
|
Student will accurately identify three
different educational apps and list two reasons each app can enhance
instruction.
|
Student will accurately identify two
different educational apps and list two reasons each app can enhance
instruction.
|
Student will accurately identify one
different educational apps and list two reasons each app can enhance
instruction.
|
Student failed to list any educational
apps and list two reasons each app can enhance instruction.
|
4.0
Given
instruction and samples of how to align three apps to state standards,
learner will align an app to a state standard and write a mock lesson plan
utilizing the app.
|
Student will align three apps to a
state standard and write a mock lesson plan utilizing the app.
|
Student will align two apps to a state
standard and write a mock lesson plan utilizing the app.
|
Student will align one app to a state
standard and write a mock lesson plan utilizing the app.
|
Student failed to align apps to a state standard and write a
mock lesson plan utilizing the app.
|
5.1
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will show the use of an educational
app in a lesson plan.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
5.2
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will demonstrate the use of an
educational app during an evaluation conducted by the institution
administration.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
5.3
Given a day of
practice using educational apps, aligning them to state standards, and
writing them into lesson plans, learner will demonstrate the use of an
educational app during an evaluation conducted by the institution
administration.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Teacher evaluation see page 16.
|
Now that the objectives for each task are completed,
breaking down the tasks a little more is imperative. Table 4 shows in depth
instructional design for the lesson plan.
Table 4
Instructional Design
|
||
Skill
|
Objective
|
Assessment
|
Use of iPad
Identify Learners
Instruction
Align Applications to State Standards
Assessment
Evaluate media using
usability and sustainability criteria.
Select media that
support instructional tasks and objectives in a distance education course.
|
Learn
the Uses of an
iPad for instructional use. Given a presentation on instructional success of all students, on a written test, learner will properly match various student learners to their corresponding ways an iPads can help instruction.
Given
a presentation on educational apps and thirty minutes of hands on practice
working with the educational apps, on paper, learner will identify three
different educational apps and list two reasons each app can enhance
instruction.
Given instruction and samples of how to align apps to state standards, learner will align an app to a state standard and write a mock lesson plan utilizing the app.
Given
a day of practice using educational apps, aligning them to state standards,
and writing them into lesson plans, learner will show the use of an
educational app in a lesson plan.
Using a media
evaluation rubric, students will analyze an educational scenario and select
the most appropriate media for accomplishing learning tasks and objectives.
|
Give
a presentation on the use of iPads in the classroom and List three reasons
why iPads should be used in instruction.
Present information on
how to instruct and the
iPad process
Provide applications
for use with individual courses.
Complete a
presentation on how to locate and use iPad application for teaching.
Student will locate
their state requirement on Education standards online technology such as the
use of the iPad.
Develop courses to
teach in accordance to their State Educational Standards.
Given a day of practice using educational apps, aligning them to state standards, and writing them into lesson plans, learner will demonstrate the use of an educational app during an evaluation conducted by the institution administration.
Given
a day of practice using educational apps, aligning them to state standards,
and writing them into lesson plans, learner will demonstrate the use of
education apps enhancing curriculum by an increase in student growth.
Assess Module Quiz
(practice): Multiple choice case scenario question
ISD Project (Post
Assessment): Media Selection Portion
|
The media used throughout the lesson will consist of iPads
and Microsoft PowerPoint. The iPads are the center focus of the lesson, and
Microsoft PowerPoint is used for presenting the information to the learners. In
order to make the lesson go smoothly, understanding the technology being used and
all that is required to make it efficient is necessary. The iPads are the main technology source used
in the lesson plan. As far as access to media, there are a few requirements
that will allow the iPads to run the most efficiently. When it comes to supports for the iPads, an
Apple ID, internet access (Wi-Fi), and synchronizing with iTunes will allow the
iPads to run most efficiently. Along with the basics, multiple applications
within the Apple App Store will also need to be downloaded onto the iPads. To
download, the iStore and an internet connection are required. Although iPads do
not require any access to a computer, having a computer and projector available
for the presentations of the lesson are necessary. Having Microsoft PowerPoint will
be required to run the presentations. Any form of internet connection will run
the iPads. As long as there is Wi-Fi, the iPads will run. However, the faster
the internet speed, the faster and more smooth the iPads programs will run. iPads
use twice as much bandwidth. To run most video applications, a high speed
internet connection of at least 0.5 MB per second will be necessary. As far as
creating media, Apple brand has already created the iPads and Microsoft has
already developed PowerPoint. As for the educational applications, there are various
creators depending on the program. In order to run the iPads, as well as the
applications to be effective, the user needs to have a basic understanding for
how an iPads works. These skills will be taught in the basic introduction of
the iPads section of the lesson plan (Apple, 2013). Table 5 below will show
requirements and necessities to running the iPads smoothly.
Table 5
iPads Needs
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||
Are additional supports needed to access
the media (e.g. plug-ins, special software, etc)?
|
||
Supports
|
Additional
Information
|
Software
|
iPads is
the main Technology
|
Apple
Compatible
|
|
Apple ID
|
||
Internet
Access
|
||
Synchronizing
with ITunes
|
||
What are the
computer capability requirements that learners need to use the media?
|
||
Supports
|
Additional
Information
|
Software
|
Computer
|
For
presentation
|
|
Projector
|
For
Presentation
|
|
PowerPoint
|
Apple
version
|
|
What are the bandwidth requirements that
learners need to use the media?
|
||
Supports
|
Additional Information
|
Software
|
AT
&T
|
All
use twice the bandwidth using 3G and 4G additional cost.
|
Standard
|
Verizon
|
||
Sprint
|
||
T-Mobile
|
||
Who will create the media? What skills
are needed?
|
||
Support
|
Additional Information
|
Software
|
Apple
|
iPads
|
Apple
|
What skills will the users(instructor and
students) need? How will skills be developed?
|
||
Supports
|
Additional Information
|
Software
|
Basic
understanding of iPads
|
All
use twice the bandwidth using 3G and 4G additional cost.
|
Standard
|
Introduction
to iPads
|
Apple
|
|
Power
Point
|
Apple
Apps Version
|
|
Excel
|
Apple
Apps Version
|
|
Word
|
Apple
Apps Version
|
|
Access
|
Apple
Apps Version
|
|
This lesson plan has all the components to help make it
successful. The objectives are strong, measurable, and obtainable. They are
backed by well-planned assessments, which will prove the learners understand
the content being taught in the lesson plan. The assessments also have rubrics
and guidelines that will help to show the learner's level of mastery. Overall,
if the lesson plan follows the format mapped out above, the learner will have a
strong understanding on how to utilize iPads education apps to enhance the curriculum
in alignment with state standards by showing and using at least four iPad app
lesson plans per year.
To evaluate the teacher
we will include the following form:
Instructor:
|
Excellent
|
Very
Good
|
Good
|
Fair
|
Poor
|
Demonstrates
mastery of subject
|
5
|
4
|
3
|
2
|
1
|
Course objectives were made clear
|
5
|
4
|
3
|
2
|
1
|
Class time
was utilized effectively
|
5
|
4
|
3
|
2
|
1
|
Material presented in an understandable
manner
|
5
|
4
|
3
|
2
|
1
|
Holds attention of participants
|
5
|
4
|
3
|
2
|
1
|
Responds to participant's concerns
|
5
|
4
|
3
|
2
|
1
|
Considers
the needs of adult learners
|
5
|
4
|
3
|
2
|
1
|
Overall Rating:
|
5
|
4
|
3
|
2
|
1
|
Class:
|
|||||
Ultimate value of information to you
|
5
|
4
|
3
|
2
|
1
|
Organization of material
|
5
|
4
|
3
|
2
|
1
|
Quality of content
|
5
|
4
|
3
|
2
|
1
|
Class length was appropriate
|
5
|
4
|
3
|
2
|
1
|
Overall Program Rating:
|
5
|
4
|
3
|
2
|
1
|
Course
Evaluation Form
Course
Title:________________________Teacher/Instructor:_________________
Please circle the response that best describes your
experience.
Please answer the following questions by circling
the answers:
Did you attend all the class sessions? Yes No
How did you learn about the class? Advertising Friend Website Other_____________
What did you find most
helpful?_________________________________________________________
Least Helpful?
References
Apple
(2013). Retrieved from http://www.apple.com/iPads-mini/specs/
Choose the right colors for your
PowerPoint presentation http://office.microsoft.com/en-us/powerpoint-help/choose-the-right-colors-for-your
powerpoint-presentation-A001012072.aspx
Clark, R.C., &
Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines
for
consumers and designers of multimedia learning (3rded.). San
Francisco, CA: Wile & Sons.
Horton, W. K. (2012).
E-Learning by Design. San Francisco: Pfeiffer.
Tice,
L. (2011, Nov 17). Auburn kicks off three-day iPads-in-education conference.
McClatchy -
Tribune Business News. Retrieved from
Additional Information
Recorded ISD team planning sessions
A web-based or mobile lesson, module, or
workshop
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