5. Class Session # 1 - Scanned the pages
- Downloaded pdf-notes
- Distributed the iPads to students
-Assigned Homework
-Asked them to use only iPad for
reading
- Received their feedback
6. Class Session # 2
Asked students to continue working on Unit 6 but this time,
asked them to utilize any gadgets they have at their disposal.
7. Class Session # 3
- Uploaded a reading article
- Compiled a glossary list
10. 2
The design of pages of the pdf’d books should be
such that they fit the screen of the iPad without
students having…
to re-size
the pages in order
to read
or take notes.
11. 3
If possible, procedures
(mass) reset + (mass) upload
of the iPads and instructional
materials (e.g., .pdf’d books)
must be established.
12. 4
What will be available on
iPads should also be
available on Sakai and on
their MacBook Pro.
13. 5
A robust web application for
note-taking on iPad is a must.
14. 6
A stylus pen for nimble note-
taking is a must.
15. 7
Teachers should be allowed to
keep their set of books.
16. 8
A truly portable listening device
would be very beneficial.
17. 9
Incoming students (and initially
all students that receive iPads)
should be briefed to help them to
tolerate ambiguities regarding
mishaps while using iPad and
MacBook Pro.
18. 10 Students who are in their
3 Semester
rd
should not be required
to use iPads.
19. 11
Students should be reminded
periodically to back up their
notes. Automated reminders
sent to student emails might be
possible to set up.
20. 12
An easy to reach
FAQ
page on the use of iPad
(on operating, downloading
materials, etc.)
should be created for
instructors and students.
21. 13
Quick replacement of
equipment should be
possible and technical
issues should be resolved
much faster.
22. 14
The future of iPad use
Interactive exercises,
starting with touch-word
vocabulary definitions
Students are using their Tablet PCs in addition to their books (for Internet search and notetaking). iPads will be their everything, and cannot afford to wait a couple of weeks to get back to work.
Looking into the future, truly interactive exercises can be developed and incorporated in the curriculum. True value of such exercises will be determined through scientific research.
