I pad for future education

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I PADS for secondary education Christopher Reyes Lopez 844-07-6973 TEED-3035-M91 Prof. Mary Moore

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The Apple iPad series has long been a beacon of innovation, design excellence, and user-centric functionality in the dynamic world of technology. In this article, we embark on a journey through the latest additions to the iPad lineup, delving into the distinct features that set each model apart. From the sleek "Apple 2021 10.2-inch iPad (Wi-Fi, 64GB) - Silver with AppleCare+ (2 Years)" to the powerful A13 and A14 Bionic-chipped iPads, we uncover the evolution of these iconic devices.

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• What is the company offering consumers by launching this product? What segment and target are served? What needs are covered? • What variables have been used for market segmentation? Is there any niche? • Is something extremely different in the new product or just an improvement of a previous one? Is there any negative attribute that the product is introducing to the market? Why? • Is the brand showing/communicating its competitive advantage to consumers? How? • In your opinion, what are the key aspects that made the launch a success? • When a new service or product succeeds, competitors react by launching similar products or services. In this case, do you think that entry barriers for new competitors are high or low? Why? Analyze competitors’ reactions. • Go further: What other marketing initiatives could be implemented?

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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