Curricular+Pedagogical+Implications

//**[|iPads in the Classroom are Changing the Face of Education]**//
Ion, Florence. "iPads in the Classroom are Changing the Face of Education." //MacLife,// 18 Apr. 2012. Web. 14 June 2012.

__**[|Teaching Digital Citizenship with iPads]**__


 * __[|What Happens on iPads Stays on iPads]__ Digital Citizenship**


 * [|Stays on iPads Poster]**


 * [|How the iPad Can Transform the Classroom]**

[|iPad Learning Objectives]

[|Tony Vincent's Blog on iPads]
 * Blog posts
 * iPads & PBL
 * Apps
 * Classroom Do's & Don't's
 * Apple videos on iPads

__**Curricular/Pedagogical Implications**__
This is fun site to peruse with videos that show some of how classrooms are using the apps/iPad as well as this doc which details some info on getting started.

"iPads for Learning Getting Started" "http://www.scribd.com/doc/54455120/iPads-for-Learning-Getting-Started" "http://www.scribd.com/embeds/54455120/content?start_page=1&view_mode=list&access_key=key-2ecidkfpz7dh7nc7j9th" http://www.interactioneducation.com/ipadsineducation.html This document addresses these areas as well as much more:
 * Integrating 1-1 devices
 * Technological Pedagogical Content Knowledge
 * Values and Beliefs
 * Questions to consider and links for further consideration.

//(Reading the document above might give some insight into the questions below.)//

[|4 core Principals of Technology in the Classroom] =Questions:=
 * **__How should this change the classroom experience?__**


 * 1) In the Sciences, one could use virtual dissection and dissestion guides to enhance traditional dissection.
 * 2) Independent self paced learning, especially regarding audio learning. Science videos after student's reading.
 * 3) Camera on device can record lab actvities and science fair projects. Ex. Rube Goldberg actions.
 * 4) Students can take tests on I-Pads and see their progress.
 * 5) In lower school reading: children can listen to a book on-line, then record themselves reading, and then compare inflection and fluency. They can then work in small groups to create a play from that text, record their play (small group work) and observe the group reading and performance. This leads to self evaluation of both inflection and fluency, which lead to comprehension. Once taught to do these skills small groups could work independently allowing teachers to observe and confer with other students. The children are gathering the data for the teachers to use for planning for individual instruction.
 * 6) During Reading Workshop children could record their partner shares thus allowing teachers to review their partner group sharing later. This would allow the teacher to review the strategies the children were working on and plan for the next days conferences and suggested strategies. The teacher could "be in more than one place at a time" so to speak. Again, the children are gathering the data that then allows for differentiated instruction.
 * **__How should we approach and prepare for the implications?__**


 * **__What apps?__**


 * **__What about digital texts?__**
 * Flexbooks - Free online customizable textbooks. CK-12 Flexbooks
 * **__Do we need a new Learning Management System?__**
 * Time to Know - Digital Learning Platform currently 4-5 grade math and language arts. iPad use and more grade levels coming for 2012-13 school year. Has built in curriculum for differentiation. Teachers can add their own curriculum. This has lots of great capabilities to capture students learning, share different ways of completing the same problems. It takes lots of student input and does not allow students to guess until they get it right. Teachers are notified of student progress as it happens and if they are working appropriately.
 * Time to Know

iPads in Kindergarten? YES! []

iPads in Kindergarten []

[] How to write a research paper using only your iPad

http://www.readingonline.org/newliteracies/semali1/ These thoughts on "New Literacies in Curricular Practice were interesting. The author isolates these: " Computer literacy, Information literacy, Media literacy, Television literacy, Visual literacy"

So, visual education with an iPad might include a larger alphabet and may include learning about interpreting visual communication (making movies/commercials could be part of the curriculum even in early childhood). //(What I thought fascinating was what seemed like a refocus on visual education. The emphasis (and perhaps I'm cherry picking here) on interpreting visual information makes sense though due to the immediacy and abundance of visual digital information. There seems to be a greater need for a higher literacy in it. )//

//TeachingSummer Camp with the iPad 2012// //Mrs Klammer and Ms.Terrell's Lego Camp// //Our I Pads were used in two camps. Slime Time used slime busters app that taught problem solving skills with a maze and for Lego Adventure Camp, the students used a Lego building app.//

__Please post summer work from the email sent on 7/9 below:__

 * Suggestions for meaty articles for faculty to read before in-service in August:

[|iPad a Solid Educational Tool] - research for using app based tools

[|K - 5 iPad Apps According to Bloom's Taxonomy] - this is a 6 part series on how to use the ipad to promote higher level thinking

[]


 * Mission and philosophy: (please come up with possible mission statements and post them below)


 * Key items:


 * __Driving questions:__
 * 1) How will integrating the iPad into our curriculum reflect the St. John's mission statement? (thanks Liz C.)
 * 2) Does iPad integration change the direction of St. John's education?
 * 3) How do iPads in the classroom challenge our students to be more innovative, flexible problem solvers?
 * 4) What regulatory scaffolding do we need to put in place to help our students build knowledge and skills on a platform of understanding and respect for the moral and ethical issues related to using this technology?