This document provides answers to common parent questions about a 1-to-1 iPad program being implemented at St Catherine's school. It explains that the program aims to provide every student and teacher with individual access to an iPad to enhance learning. Questions addressed include how iPads will be used for schoolwork, ensuring internet safety and privacy, maintaining appropriate use of devices, and continuing parent communication about the program.

1. Parent FAQ’s
1 to 1 iPad Program 2015
1
Introduction
What is a one-to-one program?
One-­‐to-­‐one
(1
to
1)
learning
provides
every
student
and
teacher
access
to
his
or
her
own
mobile
device
in
a
wireless
environment
allowing
students
to
learn
at
their
own
pace
and
ability
levels.
One-­‐to-­‐one
initiatives
have
gained
momentum
worldwide,
and
are
increasingly
seen
as
a
key
to
transforming
education
and
better
preparing
students
to
succeed
in
a
global
world.
In
a
1
to
1
program,
students'
access
to
a
personal
mobile
device
(such
as
an
iPad)
and
the
Internet
enables
them
to
be
self-­‐directed
and
receive
highly
personalised
instruction.
Teachers
can
create
personalised
learning
opportunities
for
each
child,
addressing
his
or
her
unique
needs.
Students
use
their
personal
devices
to
research,
complete
homework
and
academic
coursework,
access
reading
material,
manage
notes
and
calendars,
problem-­‐solve,
collaborate
on
team
projects
and
communicate
via
email.
At
the
same
time,
they
gain
valuable
21st
century
skills
that
will
be
beneficial
throughout
their
lives
and
careers.
These
Frequently
Asked
Questions
try
to
address
some
of
the
most
common
questions
parents
have
in
relation
to
a
1
to
1
program.
1 to 1 devices and student
learning
Why iPads instead of computer labs?
Teachers
report
that
when
devices
are
located
in
labs,
they
use
technology
less
often
for
instruction
because
of
the
difficulty
of
scheduling
time
in
the
lab
and
transporting
students
there.
More
widespread
access
to
technology
makes
it
possible
for
students
and
teachers
in
schools
to
transition
from
occasional,
supplemental
use
of
computers
for
instruction
to
more
frequent,
integral
use
of
technology
across
a
multitude
of
settings.
Providing
students
with
ubiquitous
access
to
wirelessly
connected
devices
has
the
potential
to
transform
learning
environments
and
improve
students’
learning
outcomes.
Furthermore,
access
to
personal
digital
learning
devices
at
home
makes
it
possible
for
students
to
access
a
wider
array
of
resources
to
support
their
learning
at
a
time
that
suits
themselves
and
their
family,
to
communicate
with
peers
and
their
teachers
as
they
need
to,
and
to
become
fluent
in
their
use
of
the
technological
tools
of
the
21st
century
workplace.
Why iPads instead of laptops?
Students
at
St
Catherine’s
already
have
access
to
shared
laptops.
As
a
personal
device,
we
believe
the
iPad
is
well
suited
to
the
needs
of
students
in
middle
to
upper
primary
years.
It
is
lighter,
more
mobile,
more
robust
and
durable
with
few
moveable
parts.
With
no
hinged
screen,
which
may
act
as
a
barrier,
the
iPad
facilitates
more
collaborative
activities.
The
iPad
camera
in
particular,
an
invaluable
tool
for
learning,
can
be
used
in
more
versatile
ways
than
a
laptop
camera,
as
the
iPad
is
more
easily
handled
and
manipulated.
The
iPad
offers
students
at
this
level
all
of
the
necessary
learning
management
tools,
communication
and
creation
tools,
access
to
information
and
learning
applications,
at
less
than
half
the
cost
of
a
laptop.
It
is
also
easy
to
manage
from
a
technical
perspective
with
a
very
intuitive
operating
system,
making
it
more
accessible
to
students
with
less
experience
or
confidence
in
navigating
a
computer
operating
system.
Will students use their iPads ‘too much’
for schoolwork?
The
iPad
will
complement
the
existing
school
curriculum
by
providing
an
appropriate
digital
learning
tool
in
balance
with
traditional
learning
tools.
The
goals
of
the
curriculum
are
supported,
not
supplanted,
by
the
use
of
1
to
1
devices.
Students
will
use
their
iPads
when
appropriate,
where
they
serve
a
real
purpose,
for
instance,
in
research,
record
keeping,
data
analysis
and
generating
presentations.
Wireless
access
will
allow
for
‘just-­‐in-­‐time’
learning
where
students
can
search
for
information
or
collaborate
with
others
in
a
real-­‐time
context.
Students
will
be
able
to
access
their
school
files
at
home
and
be
able
to
collaborate
with
their
peers
on
projects.
How can 1 to 1 devices improve
students’ learning?
With
greater
access
to
real-­‐time
information,
digital
learning
resources,
educational
apps
and
collaborative
workspaces,
students
experience
higher
levels
of
motivation
and
engagement
in
their
learning.
Typically
students
experience
initial
improvement
in
areas
such
as
organisational
and
technological
skills,
revision,
writing
and
editing
work.
With
the
development
of
presentations
and
other
multimedia
projects,
students
experience
subsequent
improvement
in
analytical,
presentation
and
speaking
skills.
Involvement
in
‘virtual
workspaces’
creates
opportunities
for
collaboration
and
communication,
improving
relationships
in

2. Parent FAQ’s
1 to 1 iPad Program 2015
2
the
classroom
through
a
greater
level
of
interaction
between
students,
their
peers
and
their
teachers.
A
networked
environment,
where
it
is
easy
to
share
developing
work
and
research
with
peers
and
teachers,
is
the
environment
students
will
live
and
work
in
during
further
schooling
and
throughout
their
future.
Students
working
together
and
providing
solutions
to
real-­‐
world
problems
will
create
links
beyond
the
classroom
and
move
levels
of
thinking
beyond
a
simple
knowledge
framework
to
complex
analysis
and
evaluation.
Increased
levels
of
learning
both
in
and
out
of
school
with
an
emphasis
on
higher-­‐order
thinking,
creative
thinking
and
expression
will
be
promoted.
Will learning outcomes be evaluated
differently?
Students
will
continue
to
be
evaluated
against
the
Australian
National
Curriculum.
The
devices
complement
the
existing
school
curriculum
by
providing
digital
learning
tools
that
link
in
with
planned
classroom
activities.
Wireless
access
at
school
will
foster
collaboration
and
teamwork,
allowing
students
to
search
for
information
together
and
share
the
learning
experience.
How will 1 to 1 devices be used in the
classroom?
Ours
is
a
technology-­‐rich
world
and
students
are
immersed
in
digital
technology
in
their
out-­‐of-­‐school
lives.
The
use
of
devices
in
the
classroom
will
evolve
over
time
as
students
and
teachers
become
more
familiar
and
therefore
better
able
to
optimise
the
advantage
of
their
use
to
support
teaching
and
learning
in
the
classroom.
Staff
and
students
will
collaborate
and
use
the
device
as
a
tool
that
develops
the
student
as
information
seeker,
analyser
and
evaluator,
problem-­‐solver
and
decision
maker.
They
will
use
programs
to
create
ways
in
which
to
communicate
their
findings
and
become
publishers
of
their
own
work.
What about safe Internet use?
Students
are
offered
a
device
to
facilitate
‘anytime/anywhere’
learning.
Teachers
will
supervise
students
as
they
would
for
any
learning
activity
as
they
create
and
maintain
a
safe,
comfortable
and
learning-­‐focused
classroom.
Appropriate
use
of
the
Internet
service
within
the
BCE
network
is
closely
monitored
by
a
filtering
system
that
allows
for
inappropriate
content
blocking
by
a
regularly
updated
list
of
categories
and
sites.
This
does
not
apply
to
use
of
devices
outside
of
the
school
network.
Education
and
support
are
important
for
maintaining
acceptable
use
of
devices,
particularly
in
relation
to
Internet
access.
Like
mobile
phones,
email
and
messaging
systems
can
be
used
for
unacceptable
purposes
and
to
bully
others.
It
is
essential
that
all
members
of
the
community,
students,
parents
and
staff
are
aware
of
this
potential
and
also
of
the
school’s
Bullying
and
Acceptable
Use
policies.
Any
incident
of
bullying
or
unacceptable
use
will
be
investigated
and
dealt
with
in
accordance
with
these
policies.
The
school
will
provide
parents
with
a
copy
of
“A
Parent’s
Guide
to
Internet
Safety”
produced
by
the
Australian
Government’s
Net
Alert
(Australia’s
internet
safety
advisory
body),
which
contains
further
useful
information,
advice
and
resources
for
parents.
What about handwriting?
Handwriting
will
continue
to
have
a
place
in
the
classroom
as
well
as
the
use
of
the
keyboard.
Won’t students be able to ‘cheat’ by
using the spell checker?
The
spell
checker
is
a
tool
to
allow
students
immediate
feedback
on
the
correct
spelling
of
words
they
use.
It
supplements
the
existing
school
spelling
program,
but
does
not
replace
it.
What if students play on the devices
during the school day instead of going
outside during break times?
The
devices
will
provide
additional
support
for
student
learning,
and
therefore
students
will
be
supervised,
as
they
would
be
for
any
learning
activity.
Use
of
1
to
1
devices
during
break
times
will
be
restricted
to
continuation
of
classroom
learning
activities
and
limited
to
the
school
library
space,
and
where
use
can
be
supervised.
Students
will
add
their
names
to
a
register
when
using
the
device
in
the
library
at
break
times.
If
this
use
is
deemed
excessive
over
time,
appropriate
restrictions
can
be
negotiated
between
the
class
teacher
and
the
students’
parents.
How will parents continue to be informed
about integration of 1 to 1 devices into
the curriculum?
St
Catherine’s
newsletter,
‘Contact’,
will
provide
updates
to
the
whole
school
community
about
the
1
to
1
Program.
For
families
of
students
in
the
1
to
1
classes,
parent
information
evenings
in
the
first
week
of
the
school
year
will
assist
parents
with
the
management
and
use
of
the
device
at
home.
Year
level
blogs
will
keep
families
regularly
updated
about
how
the
devices
are
being
used
at
school.

3. Parent FAQ’s
1 to 1 iPad Program 2015
3
Student safety and online
privacy
Will children be safe carrying 1 to 1
devices?
Overseas
research
has
shown
that
insurance
companies
report
very
few
incidents
while
students
travel
to
and
from
school.
Students
should
be
specifically
warned
not
to
take
the
devices
out
in
public
(including
on
public
transport),
and
to
carry
them
in
a
protective
case
or
cover,
which
should
be
placed
within
their
school
bags.
Are these devices going to add to the
heavy loads students carry from home to
school?
The
device
has
been
deliberately
chosen
for
a
number
of
reasons,
including
its
weight
specifications.
The
device
will
alleviate
the
need
for
students
to
carry
calculators,
bibles,
other
textbooks
and
a
large
number
of
exercise
books,
further
reducing
the
weight
of
items
students
need
to
carry
to
school.
The
device
should
not
be
packed
into
the
bottom
of
an
oversized
backpack
with
other
books
and
items,
because
this
can
lead
to
a
compression
fracture
of
the
screen.
Will the student files on the device be
private?
Students
can
expect
their
device
to
be
periodically
inspected
and
monitored
for
appropriate
usage.
School
personnel
may
request
access
to
the
browser
history
as
well
as
any
and
all
files
belonging
to
the
student
resident
on
the
iPad
as
well
as
stored
on
Google
Drive,
Sharepoint
sites,
Dropboxes
and
BCE
web
based
drives.
Students
and
parents
need
to
be
aware
that
files
stored
locally
or
on
SharePoint
sites
and
BCE
web
based
drives
are
not
private.
Hardware and Apps
Who manages installing the apps?
The
iPad
will
be
managed
by
the
student
with
support
from
the
parents.
The
school
will
provide
information
guidelines
for
families
on
recommended
procedures,
including
step-­‐by-­‐step
instructions
and
face-­‐to-­‐face
workshop
opportunities.
Parents
will
consent
to
creation
of
an
Apple
ID
for
the
student.
Apps
can
be
installed
to
the
Apple
ID
either
from
a
home
computer
(Using
iTunes)
or
directly
from
the
device.
Even
if
the
device
is
lost
or
damaged,
or
apps
inadvertently
deleted,
apps
can
be
reinstalled
at
no
extra
charge,
as
the
Apple
ID
account
holder
owns
them
and
a
purchase
record
remains
online.
Which apps are required?
A
complete
list
of
the
apps
required
will
be
published
with
school
book
lists
in
Term
4.
There
may
be
additional
apps
required
from
time
to
time.
Teachers
will
make
every
attempt
to
provide
a
complete
list
each
term
and
to
maximise
the
notice
given
to
parents
if
new
installations
are
required
during
term.
Costs
for
required
apps
will
be
kept
to
a
minimum
and
total
cost
of
required
apps
will
not
exceed
$50
over
the
first
year.
To
further
reduce
app
costs
for
parents,
the
school
will
purchase
all
required
paid
apps
through
Apple’s
Volume
Purchasing
Program
(VPP).
VPP
reduces
license
costs
for
listed
apps
by
50%
and
is
available
to
registered
educational
institutions
purchasing
20
or
more
licenses
in
one
transaction.
Once
apps
are
purchased
via
VPP,
redemption
codes
will
be
supplied
to
students
by
email.
Parents
pay
an
‘app
levy’
through
the
school
book
list
to
cover
the
cost
of
these
paid
apps
and
students
will
retain
ownership
of
the
apps,
on
their
Apple
ID.
Which iPad model is preferred?
Any
full-­‐sized
iPad
model
-­‐
Generation
2
or
later.
The
iPad
must
have:
• Functioning
cameras
(front
and
rear
facing)
• Battery
life
which
lasts
for
the
school
day
• Restrictions
(Settings
>
General)
configured
for
safe
use.
Information
about
optimal
settings
will
be
provide
to
parents
as
well
as
optional
information
meetings
during
which
parents
will
be
taken
step
by
step
through
this
process.
• 3G
or
Cellular
capability
is
NOT
permitted
at
school
Provided
a
signed
copy
of
the
“Access
Consent
Form
for
ICT
Resources”
(contained
within
the
2015
Parent
Handbook
–
Policy
and
Guidelines)
has
been
returned
to
school,
a
wireless
certificate
will
be
installed
on
each
student’s
iPad
during
the
first
weeks
of
the
2015
school
year,
to
allow
Internet
access
via
the
St
Catherine’s
wireless
network
while
the
device
is
at
school.
Students
will
have
day-­‐to-­‐day
responsibility
for
the
device
including
management
and
care,
both
at
school
and
at
home.
What Warranty and Support Options are
available?
Beyond
initial
configuration
and
setup
of
the
device,
the
school
cannot
provide
technical
support.
Every
iPad
comes
with
complimentary
telephone
technical
support
for
90
days
from
your
iPad
purchase
and
a
one-­‐year
limited
warranty.
This
does
not
include
damage
to
the
iPad
screen.

4. Parent FAQ’s
1 to 1 iPad Program 2015
4
Families
purchasing
the
iPad
upfront
may
opt
to
purchase
an
extension
of
this
service
coverage
to
two
years
from
the
iPad
purchase
date.
If
you
need
repair
service,
Apple
offers
several
service
options.
You
can
read
more
information
about
AppleCare
Protection
for
iPad
here:
http://www.apple.com/au/support/products/ipad.html
Should the device be password-protected?
The
iPad
can
be
configured
to
lock
when
the
screen
turns
off.
The
user
is
then
prompted
for
a
4-­‐digit
passcode
before
the
device
can
be
unlocked
and
ready
for
use.
Setting
of
a
passcode
is
compulsory
while
the
iPad
is
used
at
school.
Passcode
protection
ensures
that
only
the
owner
can
access
the
iPad.
A
passcode-­‐protected
device
may
also
help
protect
students’
personal
information
in
incidents
of
loss
or
theft
outside
the
school.
Apple
ID
holders
automatically
gain
access
to
iCloud.
One
of
the
features
of
iCloud,
“Find
My
iPhone”
enables
the
account-­‐
holder
to
locate
a
device
if
it
is
lost
or
misplaced,
as
long
as
the
device
is
turned
on
and
connected
to
a
wireless
network.
Further
information
about
how
to
enable
this
feature
will
be
provided.
Where do the devices go when not in
use?
When
not
in
use,
the
devices
should
be
stored
in
a
student’s
classroom
tidy
tray.
Classrooms
are
locked
when
classes
are
not
occupying
the
room.
An
unattended
device
around
buildings
or
school
grounds
will
be
picked
up
immediately
by
a
staff
member
and
treated
as
a
lost
item.
What about flat batteries? Will students
‘plug in’ in the classrooms?
Students
are
expected
to
charge
the
device
overnight
and
to
bring
it
fully
charged
to
school
each
day.
Chargers
are
to
remain
at
home.
Fully
charged
iPad
batteries
will
not
need
to
be
recharged
during
the
school
day.
There
may
be
a
spare
charger
available
in
the
classroom
for
emergency
situations
but
remaining
tethered
to
the
wall
while
using
the
iPad
could
be
detrimental
to
students’
full
involvement
in
class
activities.
Charging
the
iPad
ready
for
school
is
part
of
the
responsible
use
expected
of
1
to
1
students.
This
is
not
a
parent’s
responsibility.
What about equipment breakdown or if a
student forgets to bring their iPad to
school?
Although
iPads
are
robust
and
reliable,
the
reality
is
that
sometimes
things
will
go
wrong.
Hardware
faults
covered
under
warranty
should
be
repaired
within
several
days.
Parents
will
arrange
warranty
repairs
directly
with
Apple,
not
through
the
school.
The
school
will
provide
a
bank
of
spare
“hot
swap”
iPads,
installed
with
all
required
apps,
which
can
be
signed
in
and
out
of
service
when
a
student’s
iPad
requires
repair.
This
means
that
a
student
may
have
access
to
an
iPad
at
all
times,
although
any
files
stored
locally
on
their
personal
device
will
not
be
accessible
during
service
periods.
The
school
will
not
provide
a
device
to
students
who
have
forgotten
to
bring
their
own
to
school.
Like
any
other
required
resource,
if
it
is
not
available
during
school
activities
the
student’s
involvement,
engagement
and
progress
may
be
detrimentally
affected.
Developing
good
organisational
habits
is
an
important
aspect
of
learning
management.
Again,
this
is
a
responsibility
of
students,
not
their
parents.
Home use of devices
The school monitors usage at school,
but who monitors it at home?
Home
use
is
the
responsibility
of
parents.
Outside
of
school
hours,
parents
have
full
authority
to
monitor
device
usage.
Examples
of
this
may
include:
• Encourage
use
in
a
family
room
and
not
in
the
bedroom
• Restrict
use
at
certain
times
of
the
evening
or
weekend
• Advise
not
to
take
the
iPad
on
long
trips
• Frequently
examine
the
documents
and
other
contents
of
the
device,
and
• Keep
the
Apple
ID
password
secure,
preventing
the
student
from
installing
apps
or
making
in-­‐app
purchases.
How can students access the Internet
from home?
BCE
does
not
supply
home
Internet
connection.
There
is
no
mandated
expectation
that
Internet
access
is
available
at
home.
If
there
is
existing
wireless
Internet
provision
at
home,
a
device
can
be
easily
configured
for
access.
Apple’s
technical
phone
support
can
assist
parents
with
setting
up
wireless
access
and
printing
at
home.
How is the Internet to be used at home?
Examples
of
home
use
for
which
Internet
access
would
be
required
include:
• Using
online
collaborative
spaces
such
as
class
blogs,
wikis
and
cloud
storage
facilities
• Using
email
• Use
of
apps
which
require
internet
connection
to
enable
functionality

5. Parent FAQ’s
1 to 1 iPad Program 2015
5
• Completion
of
homework
using
online
resources.
Examples
of
home
use
for
which
Internet
access
would
not
be
required
include:
• Using
any
of
the
iWork
apps,
eBooks
which
are
already
installed,
note-­‐taking
or
pdf
annotation
apps
• Using
other
apps
which
do
not
require
internet
access
• Working
with
audio,
picture
or
video
files
What sort of protective case or cover
should I use for the iPad?
For
school-­‐owned
iPads
hired
out
to
families,
a
robust
protective
case
will
be
provided.
This
case
must
remain
on
the
iPad
at
all
times.
If
the
family
owns
the
iPad,
the
choice
of
case
is
completely
up
to
the
parent/s
and
child.
A
wide
range
of
cover
choices
will
make
it
easier
for
children
to
recognise
their
own
device
in
the
classroom.
When
purchasing,
consider
how
the
cover
will
protect
the
iPad
base
and
screen
from
scratches.
Protective
films
can
be
applied
to
the
screen
but
these
tend
to
scratch
more
easily
than
the
glass
and
have
to
be
carefully
applied
or
the
bubbles
that
form
can
detract
from
the
clarity
of
the
screen
image.
It
is
important
that
the
iPad
cover
does
not
inhibit
the
functioning
of
cameras
and
speakers.
Holes
for
the
cameras
should
be
large
enough
to
avoid
the
cover
shading
or
obscuring
the
camera
lens.
Ideally
the
cover
should
be
able
to
fold
away
for
easy
manipulation
of
the
iPad,
without
obscuring
the
rear
camera.
Adequate
and
reasonably
priced
iPad
covers
can
be
purchased
online.
Many
iPad
covers
contain
magnets
that
activate
the
screen
when
opened
and
switch
it
off
when
closed,
which
can
help
conserve
battery
charge.
It
can
be
helpful
to
read
reviews
of
different
covers
before
deciding
which
features
will
best
suit
your
child’s
needs.
Do I need to purchase any peripherals?
Your
child
will
definitely
need
earbuds
or
earphones.
No
other
peripherals
are
required
for
school
use.
Bluetooth
keyboards
can
be
quite
expensive
and
can
make
the
iPad
heavy
and
unwieldy.
If
students
wish
to
type
long
documents,
they
will
be
able
to
access
a
laptop
computer
at
school
for
these
tasks.
A
stylus
can
sometimes
come
in
handy
for
accurate
writing
and
drawing,
but
it
is
certainly
not
a
requirement
for
school.
Also,
a
stylus
can
be
very
easily
misplaced
so
we
would
prefer
that
if
purchased,
these
items
stay
at
home.
The
school
will
provide
a
few
for
students
to
use
at
school
if
the
need
arises.
Should I have my child’s iPad engraved?
A
sticky
label
on
the
back
of
the
iPad
and
a
clearly
named
cover
should
be
adequate
means
of
identifying
iPad
owners.
Unless
engraving
is
done
through
Apple,
this
may
void
any
warranty
on
the
device.
Parents
are
advised
to
keep
a
record
of
the
iPad’s
serial
number.
Which iPad model do I need?
For
families
opting
to
hire
the
iPad
through
the
school,
one
model
only
will
be
selected
and
made
available
by
the
school.
This
model
is
yet
to
be
confirmed.
For
those
families
who
opt
to
purchase
an
iPad
up
front,
whichever
model
is
chosen,
once
the
iPad
is
placed
in
its
cover
there
will
be
no
easily
discernable
difference
between
models.
Please
be
wary
of
purchasing
iPads
second-­‐hand
as
there
is
no
guarantee
that
care
has
been
taken
to
optimise
battery
lifespan.
Also,
if
purchasing
online
from
a
source
outside
Australia,
you
may
find
a
cheaper
price
but
there
may
be
no
valid
warranty
in
this
country.
Many
families
may
opt
to
use
an
already-­‐owned
iPad.
It
is
important
that,
during
school
terms
at
least,
the
student
has
full
access
to
the
device
for
learning
activities
and
that
family-­‐
owned
games
or
recreational
material
are
removed
to
potential
avoid
distractions.
For
full
participation
in
the
1
to
1
program,
your
child
required
an
iPad
with
Wi-­‐Fi,
functioning
front
and
rear
cameras
and
a
minimum
of
6
hours
battery
life
(the
length
of
a
school
day).
If
you
choose
to
purchase
a
3G
or
cellular
model
rather
than
“Wi-­‐Fi
only”,
please
ensure
that
no
sim
card
is
inserted
for
use
at
school.
● ● ●
“Learning
will
not
take
place
only
inside
schools
and
colleges,
but
in
communities,
workplaces
and
families.
The
shift
to
thinking
about
learning
beyond
the
classroom
requires
a
shift
in
our
thinking
about
the
fundamental
organizational
unit
of
education…from
the
school,
an
institution
where
learning
is
organized,
defined
and
contained…
…to
the
learner,
an
intelligent
agent
with
the
potential
to
learn
from
any
and
all
of
her
encounters
with
the
world
around
her.”
Tom Bentley, DEMOS
● ● ●