Banister, S. (2010). Integrating the iPod Touch in K-12 Education: Visions and Vices. Computers in the Schools, 27(2), 121-131.

 

Banister (2010) presents visions and vices in regards to implementing smart mobile technologies into the classroom. The iPad was a relatively new device when this article was written three years ago, but Banister (2010) does explain that the information presented for the iPod Touch and iPhone would remain true for the iPad (p.122). The “visionary stage” mentioned by the author is now becoming a reality for many learners.

 

The article outlines only a few of the limitless possibilities brought forth by the iPad and suggests that its ability to connect to WiFi and consequently to the “App Store” would allow iPad users to customize the device to meet specific classroom objectives. Although the iPad is highly customizable and easy to transport, challenges to implementing the device into the classroom (e.g. charging, tracking, expense) are also noted.

 

Banister has received the following degrees: B.S. in Elementary Education from Southwest Missouri State University, 1979; M.S. in Elementary Education from Indiana University, 1986; Ph.D. in Curriculum Studies and a Minor in Multimedia Technology from Indiana University, 2001. Banister is currently an Associate Professor in the School of Teaching and Learning at Bowling Green State University located in Bowling Green, Ohio.

 

 

 

Buzhardt, J., Walker, D., Greenwood, C. R., & Heitzrnan-Powell, L. (2012). Using technology to support progress monitoring and data-based intervention decision making in early childhood: Is there an app for that?. Focus on exceptional children, 44(8), 1-19.

 

Buzhardt, et al. (2012) explore the challenges that technology may potentially help to address with regards to data-based decision making and progress monitoring. The authors also take a look at the support provided by mobile devices with considerations to these practices.  It is concluded within the article that mobile devices, such as the iPad, can only be promised to make computer-based decision support systems more efficient, accelerate the onset of early intervention, and improve outcomes for young children with or at risk of disabilities when “rigorous research of these tools” is taken into account (Buzhardt, et al., 2012, p.15). Applications can be designed by any person who has the appropriate software regardless of his or her credentials and research on the subject matter, making the reliability of even the most popularly used apps questionable. Buzhardt, et al. (2012) stresses the need of  profound research in making data-based decisions.

 

Buzhardt and Walker are both associate research professors at Juniper Gardens Children’s Project at the University of Kansas. Greenwood is a senior scientist at Juniper Gardens Children’s Project and professor in the Department of Applied Behavioral Sciences at the University of Kansas. Hetizman-Powell is an assistant research professor at Juniper Gardens Children’s Project and director of community research and training at the Center for Child Health and Development at the University of Kansas Medical Center.

 

 

 

Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: Lessons learned from an iPod touch/iPad project. Electronic Journal of E-Learning, 10(1), 23-31.

 

In this study, a mixed-methods approach was used to gain an understanding of the infrastructure required to support handheld devices in classrooms, the opportunities and challenges teachers face as they begin using handheld devices for teaching and learning, and the opportunities, challenges and temptations students face when given the access to handheld devices and wireless networks in K-12 schools. Information from this study provides insight into how feasible implementing iPads and other such devices into K-12 schools would be.

 

Crichton, Pegler, and White are faculty members in the College of Education at the University of Calgary, Canada.

 

 

 

Ellis, S. (2011). Teaching the future: How iPads are being used to engage learners with special needs. Screen Education, 63, 60-64.

 

Ellis (2001) speaks to educators who have been participating in an iPad implementation program for an Australian school about the ongoing benefits and challenges of iPad supplemented learning. For Warringa Park School, the benefits dramatically outweigh the challenges. Some attractive features that make iPad supplemented learning effective include: immediate feedback, self-directed learning, accessible for both students and parents, the ability to personalize the device, portable design, intuitive learning via the touchscreen interface, and more.

 

Ellis is the Managing Director at Twiggd, a company that helps people understand and make better use of mobile and social media technologies. Ellis is a qualified teacher and has experience developing education and community engagement strategies, resources, and programs for various organizations. She also authored the book The Potential of Mobile: A Guide to Transforming the Visitor Experience.

 

 

 

Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68(2), 505-521.

 

Falloon (2013) recognizes that current technology isn’t being used to its potential, but is interested in exploring student interaction with iPad apps with hopes to remedy this issue. This study focuses specifically on design and content features within apps which have been selected by an experienced teacher to be used by her five year old students. These educational apps have been designed to focus on literacy, numeracy, and problem-solving. Factors such as embedded pedagogical scaffolds, corrective and formative feedback, text-to-speech functionality, imposed interaction parameters, impediments, and entertainment/education balance are addressed.

 

Garry Falloon is an Associate Professor at the University of Waikato in New Zealand. He received a Doctor of Science of Education in 2005, a Master of Education in 2000, Advanced Diploma of Teaching in 1993, and a Higher Diploma of Teaching in 1990.

 

 

 

Gilbert, K. (Photographer). (2011). Retrieved from http://www.herald-mail.com/news/tristate/hm-new-ipads-help-waynesboro-students-learn-20-001,0,4420740.photo

 

This photograph of a six year old girl with Down syndrome learning with an iPad alongside her personal care assistant is used as the cover photo on my website.

 

 

 

Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. Reading Teacher, 66(1), 15-23.

 

This study investigates a fourth grade teacher’s integration of Apple iPads into her classroom to supplement her teaching with print-based literacy skills while providing her students with the opportunity of learning digital literacy skills simultaneously. Results showed that students were able to learn both skills with the integration of iPads. It was noted, however, that “teachers should select appropriate activity types and assessment strategies before making a final selection about which technology tool will be most useful” (Hutchison, et al., 2012, p.21).

 

Hutchison, Beschorner, and Schmidt-Crawford all teach at Iowa State University in Ames, Iowa.

 

 

 

If Kids Designed the Tools. (2011). T.h.e. Journal, 38(10), 20-24.

 

Each person has unique ideas about what they would like to see from an app from how it’s designed, what its functions are, what features are used, what it looks like, etc. In this article, more than 200,000 students ages kindergarten through twelfth grade were asked the following question: “if you could create the ideal mobile app for learning, what would it look like?” The article highlighted fifteen responses that best displayed the potential of the iPad and apps designed for it. This provides us insight into what students would like to see from educational apps, from the users themselves. The author of this article remains unknown.

 

 

 

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research and Practice to Improve Learning, 56(3), 20-28.

 

McClanahan, et al. (2012) describe the intervention program of a pre-service teacher implementing an iPad as the driving force to help a fifth grade student with Attention Deficit Hyperactivity Disorder with reading. The research concluded that the student was more attentive to his schoolwork, was much more metacognitive in his reading, was more confident in his cognitive skills, and also gained a sense of being in control of his learning. “Comparisons of pre- and post-assessments showed that the student gained one year’s growth in reading within a six-weeks time period” (McClanahan, et al., 2012, p.20). Some features of the apps used that were thought to contribute to the student’s advancement are discussed.

 

McClanahan obtained a doctorate in education from Texas A&M-Commerce and currently works as an assistance professor at Southeastern Oklahoma State University. Williams received her bachelor’s degree in elementary education at Southeastern Oklahoma State University. Kennedy currently serves as superintendent for Grandview Public School in northeastern Oklahoma. Tate teaches technology and science at Swink Public School in southeastern Oklahoma.

 

 

 

Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not?. Techtrends: Linking Research & Practice To Improve Learning, 55(6), 42-48.

 

Murray & Olcese(2011) designed a research study to determine whether or not the iPad and its software allowed users to complete tasks in educational settings that would not otherwise be possible. This study categorized applications that fall under the heading “education” into four categories: tutor, explore, tool, and communicate (Murray & Olcese 2011, p.43). The authors of this study also added a fifth category: collaboration. The researchers further analayzed each application in the aforementioned categories to determine the extent to which the applications provided opportunities to achieve goals. It was concluded that iPads allow users to accomplish tasks that they wouldn’t be able to accomplish to the degree without the device. However, much of what was observed has been a direct result of the hardware of the iPad itself, rather than the design of the applications developed for the iPad (Murray & Olcese, 2011, p. 46).

 

Murray works as an assistant professor in the College of Education at Penn State University with a primary focus on technology and teacher preparation. Olcese is currently working on her doctoral degree in Language and Literacy education at Penn State University.

 

 

 

Nooriafshar, Mehryar. (2012). Educational applications of the emerging technologies available on handheld devices such as iPad and iPhone. 5-11.) Leena & Luna International.

 

Nooriafshar (2012) explores features of the iPad and other handheld devices for teaching and learning. She notes that good app design would not be possible without the advanced features found on the iPad and other related devices themselves. Nooriafshar (2012) interviewed teachers and other professionals about the overall enjoyment and future of the iPad and its applications. It was concluded that iPad users prefer to have a human teacher as opposed to a virtual teacher, but feel that the iPad and its applications are useful, effective, and innovative tools for learning. It can be inferred that iPad applications would be best used to supplement human teacher interaction, without replacing it.

 

Nooriafshar has a doctoral degree and is a Senior Lecturer at the University of Southern Queensland in Queensland, Australia.

 

 

 

Raggi, V., & Chronis, A. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical child & family psychology review, 9(2), 85-111.

 

Raggi & Chronis (2006) touch on the theory of computer-assisted instruction (CAI) and how it relates to students in the classroom. They present some interesting information regarding the benefits of integrating CAI with students who struggle with focus. Such a theory is especially beneficial for students with Attention Deficit Hyperactivity Disorder (ADHD). Raggi & Chronis (2006) discovered that students who used CAI in the classroom were more actively involved in their learning and had increased motivation and confidence (p. 86). Computer-assisted instruction was the driving force for the present study.

 

Veronica Raggi earned her doctorate in clinical psychology at the University of Maryland and specializes in working with children with ADHD. Andrea Chronis received her Ph.D. from the State University of New York at Buffalo and currently directs the Maryland ADHD Program at the University of Maryland.

 

 

 

Shah, N. (2011). Special Ed. Pupils Find Learning Tool In iPad Applications. (cover story). Education Week, 30(22), 1.

 

Shah (2011) provides an overview of how the iPad has been implemented in classrooms as an intervention for students with disabilities. She points to a few specific apps that have been used to facilitate learning for a student with Down syndrome and for a student with an emotional disturbance. Shah includes critical dialogue on how those involved perceived the iPad and its apps and how it has benefitted students.

 

Shah is a writer for Education Week and reports mainly on school safety, discipline, climate, health, and nutrition.

 

 

 

Shane, H. C., Laubscher, E. H., Schlosser, R. W., Flynn, S., Sorce, J. F., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1228-1235.

 

This article takes a look at emerging augmentative and alternate communication (AAC) technology for individuals with Autism Spectrum Disorders (ASD). The Apple iPad and its specially designed “apps” are specifically addressed. Shane, et al. (2012) touches on some aspects of the iPad that make it an attractive device for many users with regards to its obtainability, affordability, customizable appearance, and user-friendly technology.

 

Shane received his PhD from Syracuse University and completed a Doctoral Fellowship at Mayo Clinic.

 

 

 

Shareski, D. (2011). Why the iPad is different. Technology & Learning, 31(10), 58.

 

Shareski presents his visions and vices about new Apple technologies and expresses the potential of the iPad in education. He mentions that “the buzz” around the iPad may be a direct result from an inquisitive and curious attitude about new possibilities, computing made easier, and the ability to customize your experience.

 

Dean Shareski is a Digital Learning Consultant with the Prarie South School Division in Canada. While specializing in the use of technology in the classroom, Shareski holds a Masters of Education in Communications and Technology through the University of Saskatchewan. Shareski is also a sessional lecturer at the University of Regina.

 

 

 

Sullivan, R. M. (2013). The tablet inscribed: Inclusive writing instruction with the iPad. College Teaching, 61(1), 1-2.

 

A classroom set of iPads in an inclusive higher education classroom has reinforced a student-directed approach to writing instruction. With the integration of iPads, students were able to exchange ideas and work collaboratively. The iPads were particularly helpful in enabling the concept of Universal Design, because assignments were productive and accessible for every writer, regardless of ability.

 

Sullivan has been the Instructional Technology Librarian and Assistant Professor at Luther College since 2004.

 

 

 

The iPad -- Breaking New Ground in Special Education. (2010). District Administration, 46(10).

 

Although education wasn’t the first thing Apple developers had in mind when designing the iPad, the device has been shown to compliment educational objectives all around from students with ranging abilities. In this article, the design of the iPad is described and application options are also highlighted. The iPad is highly customizable, which is a point this article seeks to make clear. The author of this article remains unknown.

 

 

 

Wong, M. E., & Tan, S. S. K. (2012). Teaching the Benefits of Smart Phone Technology to Blind Consumers: Exploring the Potential of the iPhone. Journal of Visual Impairment & Blindness, 106(10), 646-650.

 

Wong & Tan (2012) discuss the applications offered from “The App Store” on that of an iPhone for blind users. This information is also applicable to users of the iPad, and is likely to be a more desired device for users as a result of the much larger and clearer touchscreen interface. Wong & Tan (2012) share some key features of apps that must be present for blind users and discuss some of the most popular apps for such users. They suggest that “the apps will advance in tandem as the camera quality progresses” (Wong & Tan, 2012, p.647). I find myself challenging this idea to an extent. While I believe camera quality plays an important role in app development, I believe that the best way to advance this technology is to develop apps around evidence-based research. Only then will it contain important design features that might not otherwise be present.

 

Wong is an assistant professor in Early Childhood and Special Needs Education at Nanyan Technological University. Tan worked as a volunteer in this research.