The document discusses the potential uses of the iPad in classrooms. It notes that the iPad could save schools money by allowing students to access textbooks digitally rather than purchasing physical copies. The iPad would also give students more opportunities to use technology by providing access to the internet, apps, videos and other digital learning tools. For successful adoption of the iPad, teachers would need to see the educational benefits and be given time to learn how to integrate the technology into their lessons. Early adopting teachers could help drive interest from other teachers and students.

1. The Future of Classroom Technology

2. The Apple iPad
Space and Convenience.
What is the need?
While the iPad can be used
for the internet. It still
needs a computer to
operate, however there are
an infinite number of useful
applications to download.
Applications allowing you to
operate specific programs
without actually carrying
the extra weight.

3. Research…..
The researchers at Apple began to develop their
product in 1993 with the Newton Message Pad
100.

4. Development
Problems: Developed before the iPhone,
the project was put on hold when it was
realized that the product would work as
a mobile phone.
Audience: Anyone who likes to keep up
with technology.

5. Commercialization.
 Production
 iPad is assembled by
Foxconn, which also
manufactures Apple's iPod,
iPhone and Mac Mini, in its
largest plant in Shenzhen,
China.
 Manufacturing
 Apple does not disclose the
makers of iPad components
 MARKETING
 Particularly marketed as a
platform for audio and visual
media such as books,
periodicals, movies, music,
and games, as well as web
content.

6. A Timeline of Events
 Ipad released on April 3, 2010
 Apple had to push back the start date of
international sales because of the high
demand in the U.S.
 Sales topped 2 million by June 1 2010
 Sold 3million iPads in the first 80 days.
 Profits jumped 78% this year.
 Incompatibility with Flash

7. A Timeline of Events
 New applications and lower prices expected for 2011
 Walmart began sales of the iPad online Friday the 15th
of
October
 October 28th
Verizon and AT&T will begin selling the iPad
 iPad selling at triple the pace of the iPhone.
 Expected to generate global sales of 12 billion this year.
 By next year worldwide units sold will increase to 55 million
over the current 20 million, and by 2014 figures should reach
208 million. With North America expected to consume 61% of
those sales.

10. Adopter Categories
How do you label the innovators, from
the early adaptors, the early majority,
late majority, or laggard when there
appears to be an almost immediate
consumption of users for an innovation
before it even turns one? It is with my
best attempt that I will try to categorize
these groups

11. Adopter Categories
 Innovators: Those who were the soldiers who waited for the
stores to open on the first day in an attempt to be the first to
own an iPad, because they already had the iPod and
iPhone.
 Early adaptors: All those who caused the delay of the iPad
in the international market because the demand was so
high in North America.
 Early Majority: Those who are waiting to receive theirs for
the holidays.
 Late Majority: Consumers waiting for the additional apps
and lower price expected in 2011.
 Laggard: The naysayers who feel their iPod and iPhone are
enough.

12. S-Curve
 It is expected that the iPad will have
amazing growth in the next few years, but it
should also be assumed that other
companies will produce their version of the
tablet computer to retrieve sales that were
lost.
 If indications of the first two products (iPod,
and iPhone) are any indication of the future
of iPad. The attempts at producing a
similar products will be met with much
resistance.

13. S-Curve chart

14. Why would the decentralized
approach work for the Ipad?
The U.S. Department of Education does not
yet impose uniformity among all schools and
school systems.
Local systems determine the requirements
of their district.
Innovation can be piloted through specific
schools.
Informal evaluation can be provided from
the pilot school and necessary adjustment
made prior to diffusing into districts or
nationally.
It can be adapted locally for the ends of its’

15. Key Change Agents
As with most of the innovation
that have been adopted
among teachers, the key
innovators will be the teachers
who already tend to learn new
technology quickly when it is
introduced to their schools.
Teachers tend to gravitate
naturally towards
innovations as their
usefulness is demonstrated
by early innovators.

16. Change Agents as linkers
 Who will facilitate the flow of
innovations?
Teachers
○ Teachers will be able to bring
attention to the need.
○ Teachers have rapport with the
students and parents
○ Teachers have the ability to
analyze problems and
determine alternatives.
○ Teacher know how to motivate
interest.
○ Teachers can stabilize
behaviors through
reinforcement.
○ Teachers create independent
learners

17. Teachers as Change Agents
 Studies have indicated that
when teachers believe
technology uses are
valuable, they are more
likely to incorporate those
uses into their practices.
 Based on these findings,
professional development
activities should
emphasize the potential
impact of specific
technology uses on
student learning.

18. Teachers as Change Agents
 Specifically, research has
shown that access to
technology, a supportive
school culture, and
adequate Time for
teachers to explore
educational use of
technology are essential
for successful technology
integration

19. A Need for the iPad
 School systems
purchase core
curriculum books
for all students.

20. School systems purchase core
curriculum books for all students.
 A typical middle school
student needs a minimum
of four books
 Books need to be
repurchased as material is
updated and curriculum
standards are changed.
 The value of books decline
quickly, but must be
repurchased as new when
more students enroll,
books are lost, stolen, or
damaged.
 Books downloaded
onto the iPad would...
 Save money on the cost of
purchasing material.
 Can be updated with the
most recent versions of the
book instantly.
 Cause less physical strain
on students, who generally
had to carry several large
books

21. A need for the iPad
 Students are not
given adequate
opportunities to
use technological
tools

22. Students are not given adequate
opportunities to use these technological
tools.
 Students occasionally
used word processors
and the Internet, and they
rarely used spreadsheet,
presentation, or database
programs in their
learning.
 Ipads could connect
more hands on use of
technology for students.
 The iPad can connect to the
internet and give students
access to functions used on
computers.
 Student could have side by
side access to books, videos,
calculators, voice recorder, or
anything else related to
technology in the classroom.

23. References
 Danny King
http://www.dailyfinance.com/story/media/apple-ipad-launch-
all-time-most-successful/19665651/ October 2010
 http://www.usatoday.com/tech/products/2010-06-01-ipad-
sales_N.htm June 2010
 Michelle Maisto http://www.eweek.com/c/a/Mobile-and-
Wireless/Apple-iPad-Sales-to-Soar-Limited-Only-by-Lack-
of-Flash-Analysts-134043/ April 2010
 Mandy Rowe
http://www.onlinesocialmedia.net/20101015/tablets-such-
as-ipad-to-reach-sales-figures-of-208m-by-2014/ October
15, 2010
 Don Resinger http://news.cnet.com/8301-13506_3-
20019716-17.html October 15, 2010

24. Refrences
 Chen, R. (2010). Investigating Models for Preservice
Teachers' Use of Technology to Support Student-Centered
Learning. Computers & Education, 55(1), 32-42. Retrieved
from ERIC database.
 Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer,
P. (2010). Teacher Value Beliefs Associated with Using
Technology: Addressing Professional and Student Needs.
Computers & Education, 55(3), 1321-1335. Retrieved from
ERIC database.