Assignment+1

**Three Articles on iPads in Education**

**__Article One __** McCrea, B. (2011, April 28). Prepping for iPads in school. //T.H.E. Journal//. Retrieved April 7, 2012, from []

 This article explores some challenges connected to iPads in education. In particular, the article looks at the Master’s Academy in Oviedo, Florida, as the administrative staff plans to distribute devices to high school students in the private school. “The school will become the first in Florida to distribute the devices to all students in grades 9 through 12,” the article explains. The article looks at important details associated with the iPad rollout at the school; for example, the school must consider security, infrastructure, acceptable use, instruction, and teacher prep. One question persists: How will the iPads affect the school and the way students learn? Principal Mitchell Salerno notes six principles essential to effective implementation:
 * ** Adaptability ** : preparing students to meet current and future challenges by giving them a foundation in technology skills;
 * ** Creativity ** : encouraging students to tackle problems in new ways;
 * ** Collaboration ** : teaching kids to use technology to "engage, interact, and minister to a world that is increasingly close";
 * ** Innovation ** : Encouraging students "to engage problems, technological or otherwise, challenging students to find innovative solutions";
 * ** Productivity ** : teaching students strategies to increase their efficiency through technology; and
 * ** Ethics ** : using technology to explore and advance the school's religious values.

These principles could be useful to any educator looking to incorporate iPad use into the classroom. In addition, many of these principles align closely to the [|core abilities] and [|strategic initiatives] at Moraine Park Technical College.

**__Article Two __** Quillen, I. (2011, June 15). Educators evaluate learning benefits of iPad. //Education Week//, //04//(03), 38, 40-41. Retrieved April 7, 2012, from []

“Best practices” will always be important for educators. We consistently want to understand, develop, and implement best practices into the classroom. The best practices for teaching with technology are constantly evolving, and this article looks at the ways educators can determine success with the iPad in the classroom. There are experiments taking place in school districts across the country to gauge effective ways to use iPads with students. The article notes some frustrations with the iPad (for example, it is very difficult to multitask with the iPad), as well as successful results (certain apps improve productivity for educators and students).

 At Moraine Park Technical College, we are also exploring technology use in the classroom and developing best practices. For example, the school recently purchased about 20 iPads to use on an experimental basis. "The tablets are being used to see how they play a part in education," Dean Matthew Hurtienne told the [|Beaver Dam Daily Citizen]. "Instead of buying 200 or 300 we bought 20." This gives the college an opportunity to see what might work best across the school – with the hope that we can implement wider technology use down the road.

**__Article Three__** Woyke, E. (2011, January 21). Pros and cons of iPads in the classroom. //Forbes.// Retrieved April 7, 2012, from []

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This articles shares results from a seven-week study on iPad use at the University of Notre Dame. In a Project Management course, students were given their own iPads to use throughout the semester. Although students enjoyed using the iPads, researchers discovered that students used the tablets in different ways than expected. Pros and cons included the following:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** PROS ** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">** CONS ** ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Provided new functions and tools for learning || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Technical problems ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Encouraged additional exploration of course topics || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Difficult to highlight and take notes while reading ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Improved management of time || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Can’t open windows side-by-side ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Increased learning || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Too expensive ||
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Made course more interesting ||  ||