The i pad prjt
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This document proposes using the iPad as a language learning tool. It notes that the iPad would relieve the cost of language lab equipment by providing each student their own device. Research from language app developers found that the iPad offers new ways to learn through authentic materials and interactions with native speakers. While the iPad price is a challenge, keeping the devices after the course may encourage purchase since students could use them for other purposes. The document outlines the commercialization of the iPad since its 2010 launch, including its growing adoption in education to replace textbooks and reduce paper waste.
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The i pad
The document discusses using iPads as a language learning tool. It outlines the four stages of innovation development: need, research, development, and commercialization. For need, iPads would replace a costly language lab and each student would have their own device. Research shows language learning apps on iPads provide authentic materials and social networking. The development is intended for both teachers and learners, though cost is a problem. Commercialization saw over 14.8 million iPads sold in the first year, and schools are providing electronic books on iPads instead of paper textbooks.
The i pad prjt
The document proposes using iPads as language learning tools. It notes that iPads can replace costly language lab equipment by providing each student their own device loaded with language learning apps. The iPad is portable, allowing practice anywhere. Research shows apps designed for the iPad offer new ways to learn through authentic materials and interactions with native speakers. While the iPad price is a challenge, keeping the devices may encourage purchase, and they can be used for other purposes. Ipads saw commercial success, with many schools now using them with electronic books instead of paper textbooks, helping the environment.
Teaching Grammar Using Hello English
Hello English is an English language learning mobile application launched in 2014 that has over 15 million downloads. It allows users to learn English through 475 interactive lessons covering reading, writing, speaking, and listening. The app uses gamification techniques and has a bilingual dictionary of 22 languages. Hello English has received several awards and recognition for being an innovative educational app, including being ranked as the number one educational app in India in 2015.
BYOD
The teacher chose the Apple/iPad/iPhone platform for BYOD because the school already has Apple laptops and computers that students without devices could use, and iPhones seem most popular among the students. However, an issue is that the school system lacks wireless printing and sending info to the projector.
Teaching with the iPad
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
EYSSICT PL
This document provides information about the ICT provision and integration plan for 2014 at Manor Lakes P-12 College. It outlines the 1:1 device programs for different year levels, with Prep to Year 2 having iPads, Years 3-5 having classroom Macbooks, and Years 6-12 having BYOD programs with iPads or Macbooks. Statistics on the number of devices on the network in 2013 and planned for 2014 are provided. The document also includes the 2014 iPad Integration Guide, which lists 20 core applications and 10 optional applications for the 1:1 iPad program. It describes each application and provides icons, information and costs. Instructions are given for a Padlet activity where teachers add examples of their technology uses and
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The document summarizes experiments conducted from 2011-2013 to develop mobile learning applications for students in India. It describes key learnings from building apps for different platforms like J2ME and Android phones. Some of the main findings were that students were interested in offline content but reluctant to download large files, educators wanted to create content but lacked tools and incentives, and the market was fragmented with many low-cost phones having limitations. Based on these learnings, the focus shifted to a web-based platform that could support a wider range of devices and provide tools to help educators create and publish content more easily.
Storyboard shinglest
The presentation will use photos of Apple products like iPods, iPads, and MacBooks to demonstrate how these mobile devices can improve student engagement and interaction in the classroom. Research shows the devices can shift students from distraction to engagement by providing wireless access to learning applications that target key skills. The development of the presentation will focus on using the devices for a K-12 student population, addressing access and financial responsibility, and highlighting relevant educational applications.
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The i pad
The document discusses using iPads as a language learning tool. It outlines the four stages of innovation development: need, research, development, and commercialization. For need, iPads would replace a costly language lab and each student would have their own device. Research shows language learning apps on iPads provide authentic materials and social networking. The development is intended for both teachers and learners, though cost is a problem. Commercialization saw over 14.8 million iPads sold in the first year, and schools are providing electronic books on iPads instead of paper textbooks.
The i pad prjt
The document proposes using iPads as language learning tools. It notes that iPads can replace costly language lab equipment by providing each student their own device loaded with language learning apps. The iPad is portable, allowing practice anywhere. Research shows apps designed for the iPad offer new ways to learn through authentic materials and interactions with native speakers. While the iPad price is a challenge, keeping the devices may encourage purchase, and they can be used for other purposes. Ipads saw commercial success, with many schools now using them with electronic books instead of paper textbooks, helping the environment.
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Hello English is an English language learning mobile application launched in 2014 that has over 15 million downloads. It allows users to learn English through 475 interactive lessons covering reading, writing, speaking, and listening. The app uses gamification techniques and has a bilingual dictionary of 22 languages. Hello English has received several awards and recognition for being an innovative educational app, including being ranked as the number one educational app in India in 2015.
BYOD
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This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
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This document provides information about the ICT provision and integration plan for 2014 at Manor Lakes P-12 College. It outlines the 1:1 device programs for different year levels, with Prep to Year 2 having iPads, Years 3-5 having classroom Macbooks, and Years 6-12 having BYOD programs with iPads or Macbooks. Statistics on the number of devices on the network in 2013 and planned for 2014 are provided. The document also includes the 2014 iPad Integration Guide, which lists 20 core applications and 10 optional applications for the 1:1 iPad program. It describes each application and provides icons, information and costs. Instructions are given for a Padlet activity where teachers add examples of their technology uses and
Experiments around Mobile Learning
The document summarizes experiments conducted from 2011-2013 to develop mobile learning applications for students in India. It describes key learnings from building apps for different platforms like J2ME and Android phones. Some of the main findings were that students were interested in offline content but reluctant to download large files, educators wanted to create content but lacked tools and incentives, and the market was fragmented with many low-cost phones having limitations. Based on these learnings, the focus shifted to a web-based platform that could support a wider range of devices and provide tools to help educators create and publish content more easily.
Storyboard shinglest
The presentation will use photos of Apple products like iPods, iPads, and MacBooks to demonstrate how these mobile devices can improve student engagement and interaction in the classroom. Research shows the devices can shift students from distraction to engagement by providing wireless access to learning applications that target key skills. The development of the presentation will focus on using the devices for a K-12 student population, addressing access and financial responsibility, and highlighting relevant educational applications.
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The i pad prjt w10
The document discusses the iPad as a potential language learning tool. It outlines the four stages of innovation development: need, research, development, and commercialization. For language learning, the iPad addresses the need for a low-cost notebook and eBook reader that allows students to practice languages anywhere and anytime. Research indicates iPads provide authentic materials from native speakers and language apps. As a learning tool, iPads have been used successfully for any subject. Teachers and students are seen as key agents to facilitate iPad adoption within language programs.
The i pad prjt final
The document discusses the iPad as a potential language learning tool. It outlines the four stages of innovation development: need, research, development, and commercialization. The need is for a low-cost notebook and eBook reader that allows language practice anywhere. Research finds iPads provide authentic materials and interactions with native speakers. As a learning tool, iPads were developed for language teachers and learners. Commercially, iPads saw widespread adoption following innovators and early adopters. Key change agents who can facilitate iPad adoption include teachers, technology leaders, and administrators.
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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.
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The document discusses the potential roles of iPads and mobile apps in technology-enhanced classroom instruction. It examines how iPads can inspire creativity and hands-on learning through multimodal learning and collaboration. Several apps like Dropbox, Noterize and Sounds are highlighted for their pedagogical value in reading, annotating, note-taking, audio notes and cloud sharing. However, challenges also exist around student and faculty training, app management, and the limitations of platforms like Blackboard. Early findings suggest examining the pedagogical soundness of apps and addressing issues of app and mobile carrier compatibility.
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The document discusses the iPad as a potential language learning tool. It outlines the four stages of innovation development: need, research, development, and commercialization. For language learning, the iPad addresses the need for a low-cost notebook and eBook reader that allows students to practice languages anywhere and anytime. Research indicates iPads provide authentic materials from native speakers and language apps. As a learning tool, iPads have been used successfully for any subject. Teachers and students are seen as key agents to facilitate iPad adoption within language programs.
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The i pad prjt
- 1. The iPad As a Language Learning Tool Presented By Alphonse BADOMA WALDEN UNIVERSITY EDUC – 8841 COURSE
- 2. The four stages of an innovation development 1. need 2. Research 3. Development 4. Commercialization
- 3. NEED I am proposing to use the iPad tablet to teach and learn languages because it relieves the department from buying costly equipment for the language laboratory. Each student would have his own device onto which the language application would have been installed. Step by step, learners would complete each lesson following the guidance of their instructor. The iPad is light and can be used anywhere, anytime providing learners with the opportunity to practice any of the skills required in learning a new language.
- 4. Research Hello-Hello, a company that develops language learning programs experimented with the applications designed to work on the iPad and the result is that this device offers a new way to learn languages. Not only students are provided with authentic and real-life materials, they also have access to native speakers of the target language through a dedicated social network. Learners can practice through interactions with native speakers. In addition, the American Council on the Teaching of Foreign Languages (ACTFL) recommends the use of the iPad because it provides learners with authentic materials.
- 5. Development My innovation is intended for both language teachers and learners. The main problem is the price of the iPad. Knowing that everyone would keep it at the end of the course would encourage them to buy it. They will be able to use it for other purposes as well.
- 6. S-CURVE The first version of the iPad was made available to the public in April 2010. Within a few months, millions of devices were sold worldwide. The improved version, the iPad 2 has known the same rate of approval from a variety of cutomers. Many actors in the educational field are adopting the new device for schooling because it can help cut down the expenses involved in textbook purchase.
- 7. COMMERCIALIZATION The first iPad was commercialized in april 2010. It was designed by Apple. I think that most of the devices produced by this American company are manufactured in Taiwan. According to sources on the Internet, 14.8 million iPads were sold in one year. The iPad 2 was launched in April 2011. It was made to improve the first version which was slow and lacked some of the features that would allow users to really appreciate it as a powerful computer. More and more schools have decided to use the iPad instead of having their students buy paper-based textbooks, they would provide the learners with electronic books downloaded on this device. The iPad can help reduce the production of paper-based documents, thus catering for the environment.
- 8. References Rogers, (2003) Websites: