This document summarizes research on the optimal use of iPods to meet learner needs. It finds that iPods can positively impact engagement, motivation, collaboration, and personalized learning when integrated effectively into student-centered pedagogy. However, effective integration requires infrastructure support, app evaluation, and teacher training. While iPods show potential, more longitudinal research is still needed to fully understand their impact on various learning outcomes. Overall, the research suggests iPods can enhance education when implemented appropriately, but schools must consider technical, financial, and instructional requirements for successful adoption.

1. Literature Review
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How iPods can be optimally used to meet the needs of learners
Student’s Name
Institutional Affiliation
Date
Contents:
Introduction
Problem Statement
Review of the Research
Conclusion
Reference

2. Introduction
Technology has completely acquired over the rapid pace of
trends in our society as well as across the globe. It is very true
that the advancement of science has developed several products
as vital contributions in our community to make our life much
easier while the decline in the hurdles of our path. If we look
around the cell phone (mobile) it has been more of a necessity
among us rather than a choice. According to the recent primary
and secondary data the figures reflect that almost 92 percent of
the people across the globe use cell phone for acquiring their
basic needs of the life to have long conversations with their
family and friends along with the important calls to stay in
touch with all their known individuals. Where ever you go even
the drivers and poor people’s you can find them using cell
phones but still we can figure out a line of difference with the
use of the phone. Now a day we can find various categories of
phones comprises of GSM, CDMA, Multimedia, basic phones,
etc. IN out present scenario we can find that the youth are more
over being friendly with the latest trends of touch screen
technologies of mobile phones as well as the several described
products of tablets, iPhones, etc. Which has been launched from
the past several years but a novel generation of educational
tools has funded those for the creative use and instantaneous
admissions of the students to contribute their wealth of online
resources. Those products has been advertized as
“revolutionary” devices in our generation that embrace the
immense potential for the proper transformation of learning’s.
One of the principle benefits or the major circumstances of the
adoption of such device is the characteristics reflected by them
to facilitate the concept of learning skills anywhere, anytime
across the nations. This permits a shift which has driven the
industry study era replica where the classroom is the inner place

3. of learning driven by lecturers as well as restricted to the
lessons taught within the school on a regular day.
Problem Statement
While structuring the mobile devices the firms has to process
various steps to compute the devices together and activate a
production of successful products, the present trends of students
who are being organized by mobile devices, the teacher is no
longer present at the center of the learning procedure where as
the instructional time for the studies may vary and can exceed
than those of the school days. The vital key center areas of this
statement were -
• Relevant data are provided to the schools to permit the
decisions of informed purchasing.
• Identifying grave consequences of tablet technologies for
teaching and Learning
• Identifying suitable opportunities for specialized learning for
teachers
The other relevant query being raised were not much essential
but focuses on the proper determination of parent questions and
their concerns in relation to the young students making them
more familiar and adopting the mobile touch device
technologies in their regular life beyond the contexts of school
to enhance their learning skills. As we know each of the causes
are influenced by the probability factors same is followed with
the above mentioned trend the probability for the mobile device
portability for the users along with its access to a broader
context followed by the flexible source of learning materials
depend upon the use of consumers. The source of learning
materials in those devices is much than those tendered in the
settings of a contemporary classroom for an active session with
the direct interaction of teachers and students. The device
follows lack of applications which can be accepted by the users
for learning purpose. Within the excess of 500000 mobile
applications within the given gadgets available for downloads
from the App Store, teachers have the admission to a profusion

4. skill of learning materials for their effective use, for an example
the iPod.
Review of the Research
Each and every success can only be acquired by the smart
work of an individual, with a similar instance in the adoption of
technologies in our life just acts as an inducer to influence the
pace of our growth. They work as a catalyst to influence the
learning skills of an individual and help them to grab the
knowledge with much easier and friendly prospects with an
active interaction with the help of the media (entertainment) to
acquire more of the interest while learning especially for the
students. We have met several of evidence in our life to propose
the use of various applications for acquiring the major potential
to sustain the learning process. (Shuler, 2012) On the other
hand we have rarely found any research to corroborate those
assertions concerning tablet technologies till date which are
actualized in the real classroom settings. The limited study has
been demeanor on our generations more probability for youth
students to make an effective use of touch screen devices in
their daily life for the actual impact of education.
Apart from those we have also marked that the research has not
succeeded to continue with the high speed with the surfacing of
apps regardless of an ‘app culture’ which are emerging for the
inception of the iPhone since 2007. (Purcell, Entner &
Henderson, 2010; The NPD Group, 2010). The various drought
of experimental evidence to corroborate those educational apps
are much expensive for learning in spite of the preponderance
of apps promoted as ‘educational’ (Shuler, 2012)
This particular assessment seeks out to provide evidence-based
information in terms of the practical and technical allegations of
the organizing mobile devices (iPads) in classroom
surroundings and their succeeding impact on teaching and
learning. While adding up its impact, it discovers students’ and
teachers’ perceptions and makes use of mobile devices along
with offering a methodical analysis and classification of
educational apps. It seeks to relate the up-and-coming body of

5. literature on the effective execution of tablet technologies in the
classroom settings.
Moving across the nations we can find several schools and
colleges who have already acquired the considerable numbers of
iPads and other mobile devices devoid of being conscious
because of their implications while arrangement or the
pedagogical consequences.
The object of this study was to offer consistent advice
concerning:
(i) The inferences of mobile tools for teaching and learning; and
(ii) The scientific and logistical processes for efficient
deployment and management of the devices in school settings,
Methodology
We have come across several methods to be implemented in the
evaluation of the efficiency the most common one is followed
along with the multiple data sources which were employed to
avail descriptive information about the contents and technical
and logistical performance related to iPads, along with the most
effective way to identify the interference while teaching and
learning. After acquiring over an inclusive set of data the lesson
scrutiny of the iPads in use by students and teachers with
respect to the online surveys, we came across to know that
several teachers, student, parent and principal, semi structured
interviews followed with the digital work samples and
questionnaire to be filled for grabbing tier feedbacks for the
various samples followed with student and teacher blogs, and an
‘app matrix’. After an efficient view of those multiple data
analysis, the evaluation responded positively towards the
persisting themes which were already assured in the theme
matrix readers.
It was prudence against generalizing or interpreting the actual
findings according to the given proposals of the policy. On the
other hand this effective result after its evaluation provides us
the significant insights into how any of the particular type of
mobile device such as iPad can be positioned and could be
further utilized in the primary classrooms along with their

6. effective forces driving towards the latest trends of teaching and
learning. According to the evaluated result the outcomes for the
future expects that this document will provide an available
evidence based data and the effective direction responding in
favor of the excellent plans to be implemented in the practice of
iPads in the contexts arranged in schools and the various other
analogous environments of learning.
Key findings relay to a couple of extensive areas:
1. Teaching and learning inferences: it reflects the precise
impact of an effective preparation and planning followed by
learning which has to be arranged by the teachers, which
devotes its insight in favor of the learning for students along
with the apprehensions and needs demanded by pedagogy and
parents.
2. The other contribution follows the technical and logistical
deliberations of a particular planning and preparation
implemented by a teacher. It was recognized that the iPad
positioned additional commands on teachers’ planning and
grounding time.
After spending significant time for the proper evaluation of data
and procuring the educational apps, formative relevance to the
curriculum and then the installation of apps are followed on
person student devices. The iPads were utilized in an
innumerable of ways across most KLAs, but still we can find
out the propensity for the educators to map the efficient use of
the iPads to the curriculum offered for the respective students.
This possibly will be regarded as an antiquated approach in a
various possible ways.
Learning Content
The prior examination of the apps utilized in the field of study
divulged that there were a number of alignments between the
learning content prescribed syllabus files and apps accessible in
the store of iTunes App’s. The evaluated result disclosed that
43% were open as informative, games-based apps, regardless of
teachers stating that they favored the best possible content-

7. creation, ’productivity’ apps. The various proposals by the
teachers favored for the use of informative games-based apps
were appropriate for the prescribed aspects of the curriculum
which commands the rote memorization of facts for instance
spelling and multiplication facts. The proper stipulation of
instant feedback, a component of competition and the capability
to lay down different levels within games-based apps, was
appealed to resemble the students and teachers together. On the
other hand, teachers reflect their perception that the most
favorable use of the iPads was attained when students employed
content-creation ‘productivity’ apps as these apps enlarged the
higher order thinking skills and offered a creative and
individualized opportunities for each student to articulate their
understanding. The content-creation apps in addition also
provide opportunities for the students towards the raised
collaboration between them.
The recently examined pilot study design contributes a lot of
design attributed for the iPad which offers the learning
affordances. Findings designated that both teachers and students
considered the iPads supported and add to student learning.
These evidences were actualized as of the ways in which the
teachers positioned the devices and implanted them in genuine
and rich learning experiences, In the synopsis, this study
provides a number of evidence to sustain all the claims that
iPads improve the engagement and motivation skills of a
student, along with the advanced facility of face-to-face and
online teamwork amongst students, personalize learning and the
improved outcomes of learning.
Teachers has described these gains in a wider prospects
followed by several factors: the portability of the tool; teachers’
ability to easily discriminate instruction to cater for personal
learning needs and preferences; the effortlessness with which
students could create professional and artistic digital artifacts
and suitable apps to scaffold and recompense for students’
emerging skills, for example, the prognostic text function for
retaining the spelling skills; a strong logic of student possession

8. of learning; and the most effective implementation of the
metaphor that the iPad was a ‘tool for learning’.
The incorporation of an assortment of peripheral technologies
contained by one device such as still and video camera, internet
access, voice recorder, its instinctive design and easy interface
and integration of apps, touch screen function and multimedia
capability were also identified as differentiating the attributes
of the iPad with the facilitated learning.
Teachers engaged in the study reported that they espoused more
student-centered and innovative advances when by means of the
iPad. There was confirmation that teachers used the iPads to
adapt and redefine student learning, by utilizing the
transformative pedagogical replicas. They in addition also
identified that the synchronous employ of a variety of
peripheral devices for instance a video and still camera and
voice recording amenities, invites new opportunities for
students to reveal their learning by using a choice of
multimedia.
By the use of iPad it also effected in an add to in students
sharing digital work, by means of the interactive whiteboard
(IWB) in a lot of instances and this offered opportunities for the
teacher to make available continuing, just-in-time feedback and
in addition assemble cumulative assessment data. As an
instinctive device, the iPad acts as a channel for the additional
imaginative pursuits and exploration of new pedagogical
approaches in our modern world.
The study recognized major school infrastructure deliberations
related to wireless devices, fixing iPads for an interactive
whiteboard (IWBs) and the acquirer of peripheral devices for
instance those protective covers and headphones.
Moving ahead with the depth, the findings have also pointed
toward the noteworthy decisions which should be initiated
regarding the majority of time, well-organized method of
installing and updating apps in accord with iTunes licensing
terms and conditions. The study also enlightened the essential
components for future teacher professional learning regarding

9. the make use of those mobile devices in a regular basis. As the
iPad is an instinctive device, the stress needs to be on
educational approaches and task design, rather than on the
technical features of by means of the device.
Finally I would like to highlight that the key proposals in this
paper are summarized below, which synthesis the proposals and
implications of these gadgets for the key requirement of
teaching and learning along with the additional research work
which reveals the several outcomes and benefits of adopting
such trends in our curriculum for the advancement of kids.
School Administration
As we know that schools and colleges play a vital role to shape
the future of a student accordingly hence it is the initial
responsibility of schools to oblige and take a careful decision in
relation to deploying and sharing iPads across classrooms. As
they are first and foremost designed as a single-consumer
device which is not sustained centrally by DEC (at the time of
publication of the evaluation), substitute technical and support
models need to be deemed prior to their implementation to
prevent the hurdles and queries of parents.
• Schools are obliged to budget for additional costs further than
the initial outlay for iPad devices to make certain they are
effectively implemented in the classroom.
Infrastructure charges and teacher specialized learning are two
imperative components.
• Schools and administrators require to carefully consider how
to store and share student content generated on mobile devices.
Teaching and Learning
IPads want to be considered as an educational device that can
support learning. They have the probable to manage to pay for
new opportunities towards the learning trends if accompanied
by student-centered pedagogies and genuine learning
experiences. Given the prevalence of apps available in the
iTunes App Store, teachers just need to make grave and
informed decisions when selecting those apps.
Parents

10. Parents necessitate evidence-based information in relation to the
safety and effective use of the mobile devices, which were
chosen where to search for quality apps and propositions for a
ways. These devices can be employed at home to support
learning. In exacting, parents articulated a want for alternatives
to ‘game’ apps, with a first choice for their children to make use
of learning apps. Parents are as well looking for the updated
information in relation to the impact of these tools which are
being implemented on student learning and development.
Professional Learning
As they are an instinctive device, inadequate technical training
is necessitated to put into practice iPads, apart from overt
instructions on how to set-up the devices and iTunes accounts.
On the other hand, professional learning is supposed to
persuade teachers to reflect towards the educational approaches
that best optimizes the iPad’s which can be used in the
classroom. Professional learning opportunities also necessitate
to center on directing teachers how to locate and evaluate the
educational value of apps.
• Origin of a systematic process for evaluating apps is proposed
(as stated previously, the app selection rubric may assist in this
process).
• Teacher education on copyright guidelines within a digital
environment is critical to enable them to make available
students with pertinent 21st century skills.
• Explicit training possibly will be necessitated by DEC
curriculum advisors on the best ways to implement iPads in
their vicinity of expertise as there is immense variation in how
the iPads are implemented transversely the curriculum and the
availability of apps for precise subject areas.
Further experimental research is necessitated to enumerate the
several benefits of mobile technologies on the student learning
ends. Longitudes and empirical data are necessitated to explore
the broader educational force of iPads on student learning.
Moreover the upcoming features to lock the devices for the
students to operate only the limited sources of app have created

11. a more positive response from the parents to influence the
adoption of such devices for their children’s and to implement
them with their regular curriculum activities for their
advancement with respect to the modern times of our century.
Conclusion:
While concluding the entire scenario I would like to tell you
that the further more tests are supposed to be conducted by the
early on year’s students and secondary years student to resolve
all the queries and figure out if the above mentioned findings
from the given study are replicated with a wider prospects for
the students or not. According to the given updates the release
of Apple’s latest educational series of iPad offerings in January
2014 which reflect the advanced features of books up and the
book's Author, along with the additional researched data which
is required to scrutinize their usefulness in an effective
classroom. Moving ahead with the given prospects the alliance
of these devices with student centered approach will surely be
raising the demand for an additional investigation for the
extension of continuous renovated App for the student to update
their lifestyles with the modern trends for an effective learning
inside and outside of the campus.
Moreover one must say that there is an immense dire need for
the apps which goes further than the drill and practice just like
mock drills along with the games- founded paradigms to
influence the behavioral and learning skills of a student
together. Developers need to design apps that are vastly
different to the design of ‘skill-and-drill’ software that has

12. recently influenced the controls for most of the educational
market. Touch devices in our present days represent unique
opportunities for enhancing students’ understandings of abstract
concepts through the presentation of dynamic representations,
opportunities for embodied learning and the inclusion of
interactive elements. Finally I would like to recommend all the
education providers to adopt this system for their organizations
to influence the learning skills of their student effectively.
Reference:
1. AACTE (Eds.) (2008). The Handbook of Technological
Pedagogical Content Knowledge for Educators, New York:
Routledge.
2. Barseghian, T. (2011a). Algebra, meet the iPad: A year-long
study explores learning with the tablet. Mindshift. Retrieved
December 30, 2011
3. Brown, J. S. (2010). A New Culture of Learning. NMC
Summer Conference, Closing Keynote. (2010)
4. Chiong, C., & Shuler, C. (2010). Learning: Is there an app for
that? Investigations of young children’s usage and learning with
mobile devices and apps. New York: The Joan Ganz Cooney
Center at Sesame Workshop.
5. Purcell, K., Entner, R. and Henderson, N. (2010). The rise of
apps culture. Washington, DC:Pew Research Center’s Internet
and American Life Project.
6. Shuler, C. (2009b). Pockets of potential: Using mobile
technologies to promote children’s learning. New York, NY:
The Joan Ganz Cooney Center at Sesame Workshop