Journal 9

The content relates to NETS-T II.

Getting, S. & Swainey, K. (2012, August). First graders with ipads. Learning and Leading, 40(1), 24-27. Retrieved from http://www.learningandleading-digital.com/learning_leading/201208

The authors in the article discuss a program they implemented with their first graders that used iPads for a reading program. Their goals in their project included goals in reading, but also in digital media skills. The students in their project were of various reading levels, but were grouped into homogeneous “response to intervention” groups. An initial concern they had was the management of the iPads. By not allowing the students to carry them around, and stressing the privilege of using the hardware, they created attentive students. There were promising conclusions from their project, which included increased time on task from all of the groups of students. Some of the groups increased up to twenty percent. An example of how they used the iPad was they recorded the voice of a student as they read aloud a sample displayed on the iPad. They then gave the iPad to another student who listened to the other voice while they read the same sample. Collaboration between teachers was key to their success and another positive outcome of the program was the leadership it created when they used students to demonstrate the applications to leaders in the school district. There were a few frustrations when they implemented the program, including little to no guidance and technical difficulties. Overall, the program appeared very successful and would be fun to implement in my own classroom.

Q1: Are there other subjects that the iPads could be used for?

Yes! There are currently apps for many subjects, including great mapping tools that could be used in social studies. Also there are games that promote learning in math and other subjects.

Q2: What would one downside of the iPad program be?

Historically, students have checked out books which they use in class and are able to take home. Putting all of the reading onto iPads keeps the reading in the classroom unless the student has access to a device at home. This creates unfair advantages for students who are able to afford them.