This document discusses the benefits of using iPads in K-12 classrooms from the perspectives of both teachers and students. It outlines how iPads can help with organizing class materials through tools like iTunes U, allow for immediate assessment and flipping the classroom. Teachers can use iPads to model usage, track student progress through apps like Socrative, while students can take electronic notes, showcase creativity with apps like iMovie, and submit work electronically on Showbie. The document also addresses some cautions and solutions regarding classroom management, digital safety, internet access, and technology understanding when implementing iPads.

2. AUTHOR BACKGROUND INFORMATION
Julia Bennett
• Secondary mathematics instructor in western Pennsylvania
• Instructor in a one-to-one iPad™ school district
• Contact information: jcbst23@gmail.com
Fan-Yu Lin
• Associate Professor in Education at Robert Morris University
• Contact information: linf@rmu.edu

3. INTRODUCTION
•Educational shift to mobile learning
•Each student has a mobile device used for learning purposes
•International Society for Technology Education (ISTE) Standards
•Student and teacher standards

4. IPAD™ BENEFITS FOR K-12 CLASSROOMS
•Organization of Class Materials
•Immediate Assessment
•Ability to “Flip” the Classroom
•Promotes Student Ownership and Choice

5. TEACHER VS STUDENT USAGE
Teacher
•Model usage
•Mobility
•Organize class materials
•Flip the classroom
•Track student progress
Student
•Personalize the iPad™
•Electronic note-taking
•Showcase creativity
•Submit work electronically

7. ORGANIZATION OF CLASS MATERIALS
•ITUNES UNIVERSITY

8. ITUNES UNIVERSITY
Create multiple
courses shown
under
My Courses
tab

9. ITUNES UNIVERSITY
Step 1: Begin the
“Outline” of the
course
Each section of the
outline is a “Post”

10. ITUNES UNIVERSITY
Step 2: Share
“Course Code”
found in the
Admin section

11. ITUNES UNIVERSITY
Step 3: Provide
links and codes
to all required
”Apps” for your
class

12. ITUNES UNIVERSITY
Step 4:
Continuously
upload course
materials for
student access.

13. FLIP THE CLASSROOM
EDUCREATIONS KEYNOTE
NEARPOD EDPUZZLE

14. EDPUZZLE
EDPUZZLE.COM
Step 1: Create teacher account
Step 2: Import Youtube, SchoolTube, or unique videos
Step 3: Insert questions
Step 4: Include comments
Step 5: Track student progress

15. TRACK STUDENT PROGRESS
SOCRATIVE (TEACHER/STUDENT)
SHOWBIE

16. SOCRATIVE TEACHER
Step 1: Sign in to access
“Room ID”
Create Quizzes
Import a Quiz
View All Quizzes
Access Data

17. SOCRATIVE TEACHER
Step 2: Create a Quiz

18. SOCRATIVE TEACHER
Step 3: Assess
Students
Share Room ID

19. SOCRATIVE TEACHER
Step 4: View
Reports

21. ELECTRONIC NOTE-TAKING
NOTABILITY EVERNOTE
PAPERPORT NOTES NEU.ANNOTATE + PDF

22. NOTABILITY
Subjects
Divider
New Note

23. NOTABILITY
Export Notes
1. Email
2. Dropbox
3. Google Drive
4. Print
5. AirDrop

24. SHOWCASE CREATIVITY
Educreations Keynote
Numbers iMovie

25. iMOVIE
•IMPORT PRE-RECORDED VIDEOS
•STREAM VIDEOS TOGETHER
•UPLOAD GRAPHICS AND BACKGROUND MUSIC
•ADJUST SPEED
•SHARE VIDEO

26. SUBMIT WORK ELECTRONICALLY
SHOWBIE

27. SHOWBIE
Teacher
Step 1: Create a Class
Student
Step 1: Join a Class

28. SHOWBIE
Teacher
Step 2:
Choose Course
Create Assignment
Teacher
Step 3:
Name Assignment
Choose Due Date

29. SHOWBIE
Student
Step 2: Submit Assignment
Select Course
Click on Assignment
Upload

30. Cautions/Concerns Solutions
Classroom Management
 Decide the purpose and how the tablet with be used
 Consistent use of the tablet
 Coherent instruction that allows minimal down time
Digital Safety
 Showcase the benefits of the device usage at the beginning
(discuss this topic)
 Carefully determine how to distribute tablets (Provide a
beginning of the year orientation for students and parents)
Internet Access  Build a positive rapport with the IT department
Technology Understanding
 Know “everything” about the device operating system
 Model usage (mentioned in the Teacher Usage section)

31. REFERENCES
• Beschorner, B., Hutchinson, A., & Schmidt-crawford, D. (2012). Exploring the use of the ipad for literacy learning.
The reading teacher 66(1), 15-23. Doi: 10.1002/trtr.01090
• Carr, j. M. (2012). Does math achievement h’app’en when ipads and game-based learning are incorporated into
fifth-grade mathematics instruction? Journal of information technology education: research, 11, 269-286.
Retrieved from
• Fallon, G, & melhuish, K. (2010). Looking to the future: m-learning with the ipad. Computers in new zealand
schools: learning, leading, technology, 22(3), 1-16. Retrieved from
http://www.Otago.Ac.Nz/cdelt/otago064509.Pdf
• International society for technology in education (2015). ISTE standards. Retrieved from
http://www.Iste.Org/standards

32. REFERENCES
• Mang, C. F., & Wardley, L. J. (2012). Effective adoption of tablets in post-secondary education:
recommendations based on a trial of ipads in university classes. Journal of information technology
education: innovations in practice 11, 302-317. Retrieved from
http://www.Jite.Org/documents/vol11/jitev11iipp301-317mang1138.Pdf
• Miller, W. (2012). Iteaching and learning collegiate instruction incorporating mobile tablets. Literary
technology reports, 48(8), 54-59. Retrieved from
http://www.Alatechsource.Org/taxonomy/term/106/rethinking-reference-and-instruction-with-tablets
• Murry, O. T., & Olcese, N. R. (2011). Teaching and learning with ipads, ready or not?Techtrends,
55(6), 42-48. Retrieved from
http://dawnbennett.Wiki.Westa.Edu/file/view/teaching+and+learning+with+ipads.Pdf

33. THANK YOU
QUESTIONS?