DEC Scan Journal : February 2013
Volume 32, February 2013 13 Contents Editorial Currents Teaching & learning Research Curriculum support Share this Resource reviews What’s next? At the end of Term 3, an additional 60 iPads were purchased and WiFi installed in other areas of the school (including the library), ready for the commencement of Term 4. Twenty iPads were allocated solely for library use. The integration of iPad technology into the library’s CPT program has now spread like wild fire — in a positive way, of course. In Term 4, a variety of iPad apps were trialled in a wide range of library CPT programs including: • two Kindergarten classes created various mind maps using Popplet • aYear1classandaYear2class utilised Popplet, Book Creator, iMovie and Puppet pals HD to design digital literature show bags • a Support Unit class (Autism) used Popplet and iMovie to extend an Aaron Blabey visual literacy unit • four Year 4 classes designed persuasive book trailers using Popplet, iMovie and Puppet Pals. These are certainly very exciting and rewarding times for the whole school community! In particular, the ways in which iPads may be employed in higher order thinking, open ended Guided Inquiry units appear endless. Students, staff and parents now have even greater opportunities to learn, collaborate, create and share. The journey is just beginning! References and further reading CiSSL, Guided Inquiry, Rutgers, the State University of New Jersey, accessed 07 January, 2013. Gliksman, S 2012, ‘iPads and tablets in education: curated articles highlighting uses of tablet and mobile devices in education’, Scoop.it!, accessed 07 January, 2013. Nash, L 2012, ‘Exploring iPads in learning’, Scan, vol. 31, no. 1, February, pp.6 -13, accessed 07 January, 2013. Nay, A 2012, ‘iPads in action’, Scan, vol. 31, no. 2, pp.18-22, accessed 07 January, 2013. The Next Practice team 2012, ‘Ta b l e t technology in the classroom’, Scan, vol. 31, no. 2, pp.37–43, accessed 07 January, 2013. Simpson, I 2012 ‘Kellyville High iPad trial’, Scan, vol. 31, no. 1, February, pp. 30-32, accessed 07 January, 2013. ‘Super six comprehension strategies’, in Teaching comprehension strategies, 2010, NSW Department of Education and Training, accessed 07 January, 2013. Wright, S 2011, ‘Life in a inquiry driven, technology-embedded, connected classroom: English’, Powerful Learning Practice, accessed 07 January, 2013. speed and can troubleshoot a variety of issues that arise. Students in this class have since worked with students from younger and older classes as experts in using the technology, first demonstrating, and then walking students through tasks step-by-step, and then supervising. They have become teachers and mentors themselves and have great pride in being able to help other teachers and students. Evidence of highly developed social skills This was a direct result of sharing the iPad for an extended period of time with the aim of creating an iBook. Students worked in pairs for the entire unit and needed to collaborate in order to successfully research, record keywords, use a variety of apps, agree on style and format, and generally share the iPad to complete these tasks. Students had to problem solve, take turns and compromise. Students were taught how to take a supportive role when their partner was using the iPad. They gave words of encouragement, provided suggestions and, in some instances, recorded notes. It was fantastic to see young students able to share and work together using such a highly sort after tool!