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JANANI RAJARAM

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EDUCATIONAL TECHNOLOGY

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ESEB EDUCATIONAL TECHNOLOGY ASSIGNMENT 1

Table of Content

Chapter Title Page

Introduction 2

1 Mobile Learning 2

2 E - Books 8

3 TAB / I - Pads 9

4 Bring Your Own (Mobile) Device (BYOD) 17

5 Mobile Apps 20

JANANI RAJARAM JB1406BD7262 B.ECE

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INTRODUCTION

Mobile devices have not replaced the need to learn, but rather created the need to teach and learn

differently. Access to information is not the same as it was in the 19th and 20th centuries. Some may

consider it negligent to not employ these devices for learning. Banning these devices should not be

tolerated. We need to teach our teachers how to use them to their advantage. It is short-sighted and a

waste of time and money to place these ever-evolving devices in the hands of kids without properly

preparing the educators to understand and work with this relatively new mobile technology - and

technology in general.

The need for digital literacy in order to live, thrive and compete is not only a necessity for our

children, but also for those who must educate them. To better educate our children, we need to better

educate their educators.


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1. MOBILE LEARNING

The mobile revolution is here. More and more schools are moving toward mobile learning in the

classroom as a way to take advantage of a new wave of electronic devices that offer portability and

ease of use on a budget. Netbooks, iPads, cell phones, iPods, e-readers and even PDAs are

increasingly becoming the tools of choice for today's educators, and it is easy to see why.

Mobile learning technologies offer teachers-and students-a more flexible approach to learning.

Computer labs are great, but do our students use technology in the classroom, in the school garden,

in the study hall, in the gym, and on field trips? With mobile learning devices, you can do all this,

and more.

In 2001, Marc Prensky warned us, "Our students have changed radically. Today's students are no

longer the people our educational system was designed to teach." He went on to describe how these

"digital natives" are being exposed to more gadgets and technology than was ever thought possible.

This is having a profound effect on the ways in which children learn. They are more engaged in

learning when using the latest technological gadgets, because it is what they are most used to

interacting with. Our students don't just want mobile learning, they need it.

The education system we work in is not always known for its speed at latching on to new ideas and

methodologies, but with mobile learning it is catching up-quickly. The iPod Touch, for instance, is

among the more popular mobile learning devices to hit classrooms across the country. This tactile,

touch-screen device is easy for children to use, and comes with built-in Wi-Fi to access the Internet.

However, it also has the ability to tap into the thousands of apps available at the iTunes store. For

instance, you can use the dictionary and thesaurus on Dictionary.com, explore the world with Google

Earth, or plot equations with Quick Graph. Download the Kindle app and turn your iPod into an e-

reader, create your own stories with Story Kit, and find out about the latest space missions with the

NASA app. These, and many others, are free downloads that are ideal for educators to use with their

students in school.


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The research that has been done on the use of mobile apps like these has been very promising. For

example, a recent study looked at the link between learning, and the kids educational gaming app,

Martha Speaks Dog Party. The study found that after children had used the app every day for two

weeks, the vocabulary of children between three and seven years old improved by as much as 31

percent. A similar study, conducted at the Abilene Christian University, centered upon the use of the

app. Students used it in and out of the classroom and remarked that they understood the content

better, and were more motivated to do well, when using the app. The instructors agreed with this

observation, and added that the students were also better prepared for classes.

Besides my suggestion, studies like these helped underline the academic potential that mobile

learning devices can have to enrich the learning process for students. They are versatile, motivating,

and active learning tools. Deidra Hughey, who teaches students with special needs, likes mobile

learning devices because of the accessibility they have to a wide range of students. "Students with

learning differences benefit greatly from mobile learning, as such opportunities allow them to feel

more like their peers, and foster a sense of normalcy," she says. "This is very important for social

development that can be seriously affected due to late or slowed academic development."

One example of mobile technology for children with special needs is Proloquo2go, an assistive

technology app available on iTunes. Students with autism spectrum disorders, and others who may

have difficulty speaking, can use the app's library of symbols and text-to-speech conversion to

communicate easily and naturally with others. This type of assistive app helps broaden students'

horizons both in and out of the classroom.

So what about e-readers? Is there really a place for these in the classroom? They are portable, easy to

update, and cost-effective, and can be read on netbooks, e-readers, laptops, and more. It's only a

matter of time before other states start to follow his lead and welcome e-books into their own

curriculums. Still not convinced? In July of this year, Amazon announced that in the last quarter it

had sold more Kindle e-books than it had hardcover books. In fact, it sold 143 Kindle books for

every 100 hardcover books, and this number is still rising. In the last month, it was as high as 180

Kindle editions for every


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100 hardcover books. Can you imagine a world where students can carry around all their textbooks

in one easy-to-read, lightweight device? Why not we?

Apple's iPad offers a great e-reader experience, but has the added functionality of wireless Internet

browsing and office applications. It can also tap into all the same educational apps that have become

popular on the iPod Touch-and a new wave of dedicated iPad apps. The Elements is an amazing

interactive periodic table, Alphabet Fun teaches handwriting, number and letter recognition, and the

Beautiful Planet HD app is a visually stunning photographic tour of 160 different countries.

With its high-resolution 9.7-inch screen, the entry-level iPad is priced about the same as an average

laptop. Although it currently lacks support for websites that run Adobe Flash applications, and has

less processing power than a laptop, the iPad is much more portable, has the same easy-to-use

multitouch interface as the iPod Touch, and is arguably more engaging to use. It is a relatively new

device, but it is still seen by many as an ideal addition to the classroom.

Kelly Tenkely, a K-5 Technology Integration Specialist and the author of the iLearn Technology

blog, has recently submitted a proposal to use the iPad in a one-to-one learning environment at her

elementary school. She sees it as a great way to improve the reading, math, and science skills of the

students at her school.

"It provides the potential to empower and uplift students in their learning," she says. "To maximize

effectiveness, education in the 21st century has to be active, engaging, and customized. Students

must have universal access to mobile technologies that will enable critical thinking, differentiation,

and problem solving. It is our belief that the technology in Apple's iPad meets these needs and

more."

Cell phones traditionally have a bad reputation in schools, but that is starting to change. Instead of

banning cell phones, some forward-thinking educators are actively embracing them. The National


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Council for Curriculum and Assessment in Ireland, for instance, is currently in phase 3 of an

interesting

experiment with the use of cell phones at a number of Irish schools. Most students speak English as

their first language, but Irish language lessons are encouraged to maintain a link to Ireland's cultural

past. The NCCA program aims to increase the level of oral fluency in Irish by providing students

with cell phones to support them in language classes. Students are sent text messages with Irish

vocabulary words to use during classes, and call a number with a voice-response system to leave

answers to teacher questions.

Other innovative uses of cell phones in education involve websites like Poll Everywhere and Text

the Mob, which allow a teacher to create a set of questions that the students can respond to with a

text message. The results can be displayed instantly as a graph via an LCD projector, or on an

interactive whiteboard, and the teacher can gauge the level of student understanding very quickly. A

class set of student response systems can be an expensive outlay, but if our students already bring

their cell phones to school, why not we put them to use in the classroom?

Students are more engaged and motivated to learn when they use mobile devices, and research shows

that academic performances can improve. We as educators need to take note of this, and look for

safe, productive ways to integrate mobile learning devices into our curriculums. For Lisa Nielsen, the

author of The Innovative Educator blog, few things are more important.

"When the world inside schools looks so different from the world outside of schools, what are we

really preparing students for?" she asks. "When we ban, rather than embrace, real-world

technologies, we leave students (1) ill-equipped to know how to harness the power of technology for

learning, (2) unprepared to develop a respectable digital footprint and, (3), without adequate

knowledge to safely navigate the social web."

There are ways that the analogy between the pencil and the cell phone doesn't work, and our data on

the use of the phone as a writing technology is layered and complex. Still, the question indexes some


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interesting changes in the technology itself over a short period of time. I rarely talk on my "phone." I

have a colleague who has never set up his voicemail. For both of us, the device is much more

valuable

as a writing technology than a voice technology. We talk on the phone when we must, but the device

enables a number of other communication and coordination functions that we generally find more

useful. The techno-cultural dynamics around this single device are worth attending to, but I also

think that they are relevant for understanding writing.

Mobile learning is an exciting opportunity for educators, but in many ways we are just scratching the

surface of all that can be achieved with it. With proper training, and time to explore these high-tech

gadgets, teachers will soon be able make rapid strides with them, and be able to support and instruct

the use of such devices in the classroom on a regular basis. Now is the time to act. Our digital natives

are counting on us.


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2. E – BOOKS

And now a few words about the book, that ancient medium we've all encountered, with ink on paper

pages, a front and back cover, and pleasure, or knowledge, or provocation, or even a certain

necessary tedium stored within.

The news media and blogosphere were abuzz last month with the news that Apple is "reinventing the

textbook" through the introduction of digital textbooks available for the iPad. With the

announcement has come a myriad of opinions and speculations regarding the possible repercussions

of Apple's textbook reinvention for schools and for children's learning.

Many celebrate the availability of electronic textbooks for the classroom, surmising that their

interactivity will make textbook content more engaging for students, their reduced cost compared to

print textbooks will ease the financial burden on school budgets, and their format will literally

lighten a student's load and take less of a toll on the environment.

The debate over what Apple's electronic textbooks will mean for our formal education system comes

at a time when we have not yet determined what tablet technology and the availability of electronic

books (or "e-books") can mean for children's learning at home and other informal learning

environments. Decades of research indicate a link between reading in the home and children's

literacy skill development. What is not yet known is whether that link may take a different shape

depending on the medium of the books that are read.

Though e-books have been available for children to read on computers for some time, they are

receiving quite a bit of attention recently due to the development of new, more mobile platforms on

which to view them. A survey research indicates that the number of adults who own a tablet or e-

book reader nearly doubled this past holiday season, rising from an estimated 10% of the population


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in December to 19% in January. Still, parent reactions to children's e-books, expressed through news

media and blogs, seem to mirror the range of opinions regarding electronic textbooks: some parents

love them while others adamantly keep their children away.

3. TAB / i-PAD

With the start of school approaching and the looming expectation of incorporating iPads into the

curriculum becoming a reality, the big question many educators are asking is: "Where should I

begin?"

It can seem daunting to envision a year's worth of activities with iPads, but when taken in small

chunks, it doesn't need to be intimidating. Taking a note from Alan November's talks about the first

five days, consider what is possible in the first five hours, days, and weeks of school.

One of the great benefits of iPads is the immediate access to a camera and microphone. On that first

day of school, consider the following activities:

• Take a picture of each student to use as a visual attendance sheet, to create avatars, or

as an icebreaker. These photos could be used for a Back to School slideshow or an

end-of-year retrospective.

• Ask students to take a series of self-portraits to document their first day. These images

could be used in later projects or at the end of the year as a visual for reflecting on

what has been learned.

• Record videos of all students introducing themselves or describing their goals for the

year. This might be a less intimidating way for new students to talk about themselves

or provide a forum for seniors or eighth graders to contemplate beginning their last

year in your school.

The pictures or videos captured during these initial activities could even be posted to a Padlet Wall to

create a digital bulletin board. As an added bonus, our Padlet Wall becomes a great reference as you

learn new names and faces during the first week.


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The power of the iPad is how it can be used as a creation device. This does not imply that students

need to create massive projects right off the bat, but consider how they could leverage a few tools to

begin demonstrating their knowledge and understanding.

Older students might use a screencasting app such as Explain Everything or Educreations to show

their mathematical problem solving, create a book trailer from their summer reading, or publish a

public service announcement about appropriate iPad use in the classroom. Consider what you could

learn about your students' thinking if you could hear their voices and see their processes as shown in

this screencast.

Younger students might use a drawing app such as Doodle Buddy or Skitch to create images about

themselves or share their initial learning.

Not only does jumping into creation help students realize the potential of the iPad as a tool to support

their learning, but it also provides teachers with an opportunity to differentiate assessment, scaffold

skills, and learn more about their students.

Students will be excited about using iPads, so a goal for the first few weeks of school may be to

establish routines and expectations. Suzy Brooks, a fourth grade teacher in Falmouth, Massachusetts,

says:

…I think that those times spent at the beginning of the year learning how to use

iPads are as essential as the time we spend going over how to choose a book, how

to sit quietly and read, how to work cooperatively, etc. They are essential skills

taught during the first six weeks of school that lay the groundwork for the months

beyond.


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To provide her elementary students with a concrete representation, Suzy issues iPaddling licenses.

Much like earning a driver's license, Suzy's students must demonstrate a specific set of skills before

earning the right to use iPads independently.

Image credit: Suzy Brooks

At the high school level, Shaelynn Farnsworth (@shfarnsworth) gives her students a set of

expectations. Rather than being a compilation of do's and don'ts, her list provides students with a

framework for establishing classroom culture and touches on broader concepts such as responsibility,

citizenship, and respect.

Bringing iPads into the classroom also raises numerous questions about organization and iPad

workflow. Much like students need help organizing paper-based binders and notebooks, they may

also need assistance sorting themselves out digitally. If students are using apps with a folder or

notebook structure such as Drive, Notability, or Evernote, consider organization across the

curriculum. If all of your students follow a similar structure from the beginning, it will be much

easier for them -- and you -- to find their work as they begin generating more content.


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Sample Organization of Notability

Image credit: Beth Holland

In addition to providing students with a consistent organizational scheme on their devices, consider a

standardized naming system for files and projects. For example, Brenda Doucette teaches her middle

school students to name all projects with the same format: section-last name-project.

While every teacher doesn't have to adhere to the same naming conventions, consistency does help

students to transition between classesand keep you sane by preventing 50 nameless homework

submissions!


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During the first weeks of school, consider setting aside a few minutes each day to teach specific iPad

skills such as adding a web clip, using "Speak Selection," exporting to cloud storage, or configuring

auto backups such as with Notability and Drive. Students may be comfortable with using iPads, but

that doesn't guarantee that they'll know how to leverage all of the technical capabilities.

One of the most challenging lessons for schools to learn in implementing iPads is that the iPad is not

a laptop. The conversation can sometimes get bogged down around the device, trapping schools in

these definitions as they lose sight of the central reasons to use technology:

To enhance teaching and learning

To differentiate instruction

To personalize the learning experience

To solve authentic problems where technology must be used to solve those problems

This is not an easy lesson. It requires a paradigm shift in teaching and learning.

iPads vs. Laptops

It's worth noting the different features of laptops and iPads and to see the benefit of both devices.

While the laptop is heavy, takes a long time to boot up, and is often used as a word processing tool

with typing and keyboarding being paramount, it's also a powerful device for computer programming

and accessing Adobe Flash-based simulations, particularly in the sciences. And the laptop is not

bound by the app store. Many adults often prefer using a laptop over an iPad. And many students feel

the same way. The laptop is often the default go-to device, full of power and possibility.

The shift to iPads over laptops does not have to be a zero sum game. The ideal setting, being adopted

by many schools, is moving to Bring Your Own Device (BYOD) programs to allow for flexibility

and for students to work on their own devices. And BYOD also shifts the conversation away from

the device and toward the learning experience. In other words, based on the learning experience,

which device will best allow students to achieve the learning objectives? It might be a laptop or a

tablet -- or even a smartphone.


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Fast and Nimble

For teachers making the transition to iPads, frustration can set in if they continue to view the iPad as

being deficient as a laptop. For example, they might talk about how difficult it is for kids to keyboard

and edit on an iPad. We need to put the keyboarding issue to rest. Dr. Mark David Milliron

comments,

"While the new generations send text messages at 60 words per minute, the Baby Boomers text at six

words per minute on average."

The iPad is a mobile device, and kids can cover a lot of ground in a short period of time. Through

using the split screen to type in the manner of texting, they can get their thoughts down quickly. In

watching students use iPads, it's remarkable to see how facile they are in moving, adjusting and

rearranging text in a Pages document, for example. It can be blinding to watch this fast, nonlinear

workflow that is completely alien to the way adults were trained to type.

Clive Thompson in The Globe and Mail explains the concept of speed:

When it comes to writing and thinking, speed matters. It's what's called transcription

fluency: If you can't write fast enough, you can lose an idea or a way of phrasing

something, and it never comes back, Steven Graham, a literacy scholar at Arizona

State University, told me. In contrast, when you can write and edit more swiftly, you

can include more ideas and flesh them out more deeply.

Speed writing, outside of the boundaries of the traditional typing model, can be unsettling and

baffling to many educators. The iPad is mobile, light, nimble, and boots up easily and quickly. To get

started in class, all a student has to do is open the case and the iPad is ready. It's not meant to sit on a

desktop. Instead, it is designed to be transported and used in flexible spaces.

Classroom Examples


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In a science class, the iPad is a perfect device to video the steps and evolution of a lab, where a

student can walk the viewer through the experience of conducting an experiment. Or students can

photograph different components of the lab to create a virtual lab write up. A laptop is more difficult

to makeover for capturing this type of learning experience.

For a world language class, students can interview each other outside of the classroom to practice

authentic dialogue. They can create scripts and scenarios, and teachers can assess accents and

pronunciation. But kids should be able to get out of their seats, and teachers should be willing to

collapse the classroom walls.

From a visual standpoint, the iPad enables a whole new version of note taking. Sketch-noting has

transformed note taking away from linear and toward artistic, creative, visual and free forming

information capture. In T.H.E Journal, Paul Glader explains how sketch-noting works:

Many practitioners of sketch-noting use a stylus pen to draw on the iPad and use a

drawing app such as Paper combined with apps like Evernote or Google Drive to save

and manage notes in the cloud. Some snap their own photos of blackboards or

PowerPoint slides, integrating images into their visual notes. Others grab photos from

the web, cropping and dropping them into their notes and jotting maps, arrows, and

words to connect and illustrate the ideas.

A Mobile Device

Again, the message is that the iPad opens doors to meeting the needs of a wider range of learners,

learning styles and modalities.

As schools continue to explore the transition to iPads, it is critical to push the question back to

teachers whether they are viewing the iPad as a replacement for the laptop or as a mobile device

capable of dismantling time, space and linear approaches to learning.


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Of course, this can be a terrifying thought, especially as schools have been designed for students to

learn inside classrooms, at desks, and in a daily, weekly and yearly schedule constructed in a linear

fashion with a one-size-fits-all mind-set.

The recent Apple iPad ad, "Your Verse," shows users outside employing the iPad as a mobile device.

Not a single image in the ad has the user sitting at a desk.

The benefit of the iPad is that it can be one size fits each, with boundless opportunities for

differentiated, customized and personalized learning that gets kids out of their seats and classrooms,

and into open, flexible and modular spaces.


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4. BRING YOUR OWN (MOBILE) DEVICE (BYOD)

I was recently asked, "Why are you giving the teachers choice of a laptop? Why not just go all in

with one device?" My answer, simply stated, is that homogenization of any tool is never a good idea

in a context that is intended to foster creativity.

We are homogenizing educational standards and limiting opportunity for creativity, hacking and

boundless exploration. That explains the viral popularity of Ethan Young, a Tennessee student who,

at a school board meeting, provided an eloquent breakdown and how it is affecting teachers. This

points are valid, but the same points have been raised for years in education only to fall upon the deaf

ears of bureaucrats.

However, this post is not about educational politics. This is about devices that are entering school

districts and classrooms at a consistent pace. I've had the opportunity to play a role in two such

deployments. The first was a 1:1 iPad launch in Burlington Public Schools in 2011, and the second is

Chromebook and iPad deployment at Groton-Dunstable Regional School District. In both

experiences, I've seen students and teachers adapt to devices in a variety of ways. However, not all

adaptations are positive.

Standardization vs. Real Life

A lot of schools make the mistake of trying to control every aspect of technology integration.

Students want to choose their own device and not have something mandated and regulated. When


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you consider that 38 percent of children under age two have used an iPad, iPhone or iPod, there is an

expectation that as these students move through school, they'll have some type of device in hand.

What's more, students will want to use something that they're familiar with, that they own, and that

they won't have to change out of once they leave school.

The best analogy is the case for school uniforms, which has always sparked a debate regardless of

the decade or century. Schools tell students what they have to wear, and students do it. Research and

data drive the decision, and it just happens. However, once students leave school, they want their

identity back. The same can be said for technology in schools. Yes, homogenization of devices

allows everyone the chance to start out on the same footing, but eventually schools need to open up

and let students own the device and, inevitably, own their learning.

As schools plan large-scale technology rollouts, they should begin by considering what would be

best for the student population. Standardization happens enough in school systems as it is, and this is

an opportunity to provoke real change in education and provide tools that are familiar, linked and

accessible. This move also frees schools from the "what device works best?" dilemma and moves the

conversation toward "what provides the best impact on teaching and learning?" Brand or design no

longer matters. Plus, technology use should not be the banner for any school -- rather, it should be

something that just happens every day.

Listening to the Stakeholders

As the director of technology, it is my job to listen to administrators, teachers, students and parents,

and find out what system works best for our schools. The conversation started with infrastructure and

transitioning to Google Apps for Edu. Along with these changes, we brought in Chromebooks and

iPads, as well as some Nexus 7 and Surface tablets. These purchases happened with a generous

warrant article passed by the towns of Groton and Dunstable. The ripple effect of this grant had

immediate impact throughout the district and will continue to reverberate for some time.


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My next challenge will be sustaining this momentum without overwhelming everyone involved. On

the table right now is a BYOD (Bring Your Own Device) option for high school students. It seems

like the obvious choice. And the plan will be very simple: give students the opportunity to bring in

their own devices and access our network. And that's it. We'll give students and parents a "storefront"

that includes educational pricing, payment plans, and minimum specs that we suggest for student

devices.

Teachers will have that "technology option" at their disposal, but without feeling that it's a district

initiative encroaching on their autonomy.

Technology doesn't need to be involved if a teacher is already flourishing without any device in the

classroom. Standardizing a device across an entire school pushes the feeling of an "add-on" and must

be used consistently and effectively. Many times that usage is contrived and misses the purpose of

the classroom. In short, it becomes technology for technology's sake. In higher education, professors

don't contrive technology use, and students can choose whether or not to use a device. The focus is

less about the devices and more about the best tool on the menu for learning.

Choice and Trust

And that's where we need to be in upper secondary level. This isn’t to say rolling out a singular

device is wrong, but it simply presents another option for schools to consider. If you eliminate the

standardization factor, you take the pressure off teachers to use a device they may not need. Plus, a

teacher may do really well without any device. And that, in itself, is just as innovative as integrating

an iPad or Chromebook. We need to promote more choice in technology usage and trust that students

and teachers will work well in any environment. But giving choice makes it less about the device and

more about the learning.


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5. MOBILE APPS

Ever since I was a kid, I loathed back to school commercials. They always showed parents gleefully

skipping through aisles of pencils and notebooks as the kids, sullen and dejected, sluggishly followed

along. It's a scene we are all too familiar with, and one that creates a negative stigma around school.

But what if that scene were flipped? What if the kids were happy and eager to get to school? Is that

possible after roughly 90 days of sun and fun? It is, and at Schools, we have seen it over the past two

years during our iPad launches at the high school and middle school.

I’m going to share few applications for the iPad that will take the place of student supply lists,

provide savings and replace dread with anticipation.

Haiku Deck

Haiku Deck is one of my favourite applications for a variety of reasons. The primary reason is that it

is free and really boasts clean, intuitive design. Along with the crisp interface, students and teachers

can access Haiku Deck presentations directly from the app and via the web. When building a

presentation, users can search for images from within the app and embed them immediately. The app

also allows users to take pictures and upload from the camera roll and from Facebook, Instagram,

Flickr, and Picasa accounts. Users can play their presentations directly from the iPad, email them,

and share with Facebook and Twitter.

Edmodo


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Edmodo is a one-stop shop for all of your classes. The highlight of Emodo's learning management

system is that it presents a clean, familiar design for teachers and students. Teachers can set up

multiple classes and can connect and share documents, assessments, etc. from the iPad app or web-

based interface. Our middle school iPads don't travel home with students, so this application's web-

based access is a big plus. Any teacher can also assign and create small group projects directly in his

or her Edmodo page. This allows both teachers and students to stay organized in one place and

follow along with the progress of individual and group activities. Edmodo also connects teachers

directly to their Google Drive for quick transfer of documents. Overall, Edmodo gets a lot of good

reviews from both

our teachers and students. Plus, our parents like this option because they can monitor what the class

is doing, receive updates and stay up to date with assignments and projects. And the best part about

Edmodo: it's free.

ShowMe

The ShowMe application is a dynamic presentation and creation application that is free. ShowMe

provides an iPad app and a web-based interface for accessing the ShowMe database as well as your

own presentations. This application integrates at all levels of Bloom's Taxonomy and allows teachers

an opportunity to create lessons, remediation options and accessible references for student review.

One of a Spanish teachers, Ms. Abbott, uses this application consistently in her classes. She creates

ShowMes for her lessons and makes them public so that students and possibly other Spanish teachers

can use them. In my digital literacy class, a student, Gabriella Gonzalez, created a ShowMe sharing a

story about her life. There are so many ways that teachers can incorporate this dynamic tool across

grade levels and content areas. And again, it comes free.

Google Drive

A year ago I would not have endorsed Google Drive or any of the Google apps for iOS. However,

the Google apps development team had a good year blending their apps into the iOS platform.

Whether or not you are a Google apps for education school, Google Drive is a great place for

students to begin learning how to use the cloud as well as archive and access their work in multiple


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places. Plus, Google Drive for the iOS has recently launched the ability to collaborate with other

users on a document or spreadsheet in real time. Users can also upload (and download) photos and

videos directly from their iOS device and save them in the cloud. Students can use this application to

work on a collaborative project in school, take notes, and then access that same document or

spreadsheet from any computer that boasts an Internet connection.

Technology Integration Made Easy

One of the big misconceptions about the iPad is that teachers need to seek out applications tying

directly into their content area. The simple fact is that even in the absence of apps, the iPad comes

out

of the box with a wealth of resources. Add a wi-fi connection to the equation and you've got yourself

and your classroom a pretty dynamic resource. The five applications listed above only add to the

ease of connecting and sharing in your classroom. Each application can be integrated across all grade

levels and content areas.

The one thing to remember when approaching technology integration for the first time is that you

don't have to completely change your way of teaching. Teachers are and always will be the content

experts in the classroom regardless of the technology or tools integrated. Adding the iPad only

enhances the learning opportunities for teachers and students alike.

http://www.edutopia.org/blog/the-epic-byod-toolchest-vicki-davis

Alberta Education. (2011). Transforming education in Alberta: Inspiring Education Steering Committee

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