While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives.
The five critical mistakes (and more information is in the post):
* Focusing on content apps.
* Lack of teacher preparation in classroom management of iPads.
* Treating the iPad as a computer and expecting it to serve as a laptop.
* Treating iPads like multi-user devices.
* Failure to communicate a compelling answer to "Why iPads?"
If the SAMR model is new to you here is a brief explanation of the four letters that make it up:
S- Substitution - Tech acts as a direct tool substitute, with no functional change. A - Augmentation - Tech acts as a direct tool substitute, with functional improvement. M- Modification - Tech allows for significant task redesign. R - Redefinition - Tech allows for the creation of new tasks, previously inconceivable.
The SAMR Model begins with Substitution (as in read the poster from the bottom up to more clearly understand the model), moving to Augmentation, then Modification and finishing with Redefinition.
The SAMR model is the work of Ruben R. Puentedura, Ph.D. from M.I.T. For more information on the SAMR model check out his website at http://hippasus.com/rrpweblog/.
For an indepth look you may want to check out the presentation from August 23, 2012 with the title "The SAMR Model: Background and Exemplars."
Not every printer is AirPrint-compatible, which is a serious bummer for the serious worker bee, or student who needs to quickly get their paper printed out before deadline. That's why we're going to help: whether your current set up supports AirPrint or not, we'll show you three ways to get those digital documents into tangible paper form one way or another.
Today we are going to walkthrough setting up the devices for the first time in a cart situation in which you do not have to activate all of the individual devices. You can think of this like “imaging” the devices.
Online, in workshops, and even with friends, I frequently get asked What can the iPad actually do? as a sort of challenge to the worth of the device. I would rather that they ask, What can you actually do with an iPad?
A look at using iPads with a focus on how an English teacher approaches the question. One example (of four) provided (and quoted):
I want my students to demonstrate their knowledge of the parts of the story.
Learning Objectives: In addition to learning the story elements, students learn...
* To write a constructive review (plus three more objectives)
Followed by a project, in this case a book poster and suggestions on what apps might be used.
So perhaps the question is not what can a student do, but what can a student do with an iPad (that demonstrate their skills and expertise - think Bloom's taxonomy).