This document discusses the use of iPods and iPads in kindergarten and elementary classrooms. It found that the devices engaged students and increased collaboration. Students used apps to create videos, stories, and assess each other's work. However, relying too heavily on technology may not teach skills as effectively as traditional methods. Additionally, there is a question of whether increased device use truly improves learning when key assessments are still done with paper and pencil. More research is needed to measure the success of these projects and determine how to best allocate funds and staff training.

1. Watch out CEO, our kindergarten kids have
the same device.
Susan Bruynss.bruyns@tvdsb.on.ca
Michelle Cordy m.cordy@tvdsb.on.ca
Erin Porter e.porter@tvdsb.on.ca

4.  The iTouch JK/SK Story
 Grade 3 & 4 iPad Class
 Positives, Pitfalls and Ponderings

6. Used the iPods alone.
They mostly used the Apps.
Initially, the iPods decreased
the amount of interactive play.

7. Used the iPods as an
assessment tool.
I video recorded the children’s
oral retells.
Play video link

8. The Apps became less motivating and the students
began to engage each other in taking pictures,
recording videos and responding to voice recordings.

9. Our letter writing began with hand written notes. The
students quickly applied the conventions of writing to
iPod technology....

10. To Mom
From Shiondra
Total 18
Can everybody have a freezie
I love you.

11. Play voice memo link

12. The children designed sets, chose backgrounds, designated
roles, choreographed moves and video recorded dramatic retells
of nursery rhymes.
…because of the iPods
Play Humpty Dumpty video link

13.  Where did they come from?
 ePortfolio Findings:
 Kids are post Web 2.0;
 Kids are “Pinch, Swipe, Tap” Ready;
 ePortfolios must address: Collecting, the Collection, &
the Collector.

14. 1. More time on task
2. Increase creation and collaboration
• Spend more time creating, less time practising
• Increase collaboration
3. More feedback
• More often
• From More people

15. 1. Goal 1: Pinch, swipe and tap ready, but not
keyboard ready.
2. Goal 2: Lots of sharing and coaching.
3. Goal 3: Email feedback and text to voice.

16.  Safety First
 Operating System (OS6)
 Applications

17.  OS 6
 Safe Share-You Tube

18.  Mail
 Speech to Text and Text to Speech
 Notes
 Reminders

19. Must haves:
Store:
Create:
Practise:

20. Searching for apps?
Think:
Store/Create/Practise
Consume/Collaborate/Produce
Bloom’s Taxonomy
Plan: itunes Education cluster
Do: Download (avoid free!)
Review: Monitor (Update is a good time
to delete or upgrade)

21. Art
Math Tools Science & Technology

22.  Obvious engagement of both sets of learners
 Excitement in wanting to share their learning
with others
 Ease of feedback from others (quick text
message or audio recording)
 Survival of the Implementation Dip

24.  There's also some early evidence that an iPad could provide a
more engaging learning experience and might even improve
student performance.
 Overall, the iPad enhanced student learning of my spring,
2012 course. The iPad provided students an opportunity to
research and locate information “on-the-spot” as needed for
class activities and provided them a convenient means to
write brief messages and asses each other’s work.

25.  Juggling a sense of “haves” and “have nots”
among staff/students.
 Relying too heavily on the technology ~ Which
skills may not be taught as effectively?
 Ultimately students in grade 3 will need to
demonstrate their learning on EQAO with
paper and pencil.

26.  Will increased use of hand-held devices improve
student learning?
 How will we ultimately measure the success of the
iPod and iPad projects?
 Should we be looking at allocating additional funds
to the area of hand-held devices vs. computers?
 What additional staff professional learning is
required?

28. Susan Bruynss.bruyns@tvdsb.on.ca
Michelle Cordy m.cordy@tvdsb.on.ca
Erin Porter e.porter@tvdsb.on.ca
http://www.tvdsb.ca/webpages/cordym/ipad.cfm