Checklist: Are You Ready for iPads In Your School?
Why L.A.'s iPad Rollout Was Doomed
Move Over iPad, Here Comes Google Play For Education
From Toy to Tool: How to Develop Smart Tablet Habits in Class
To Get the Most Out of Tablets, Use Smart Curation
The Future of Tablets in Education: Potential Vs. Reality of Consuming Media
Which Device Will Win the Tablet Battle?
Are Tablets Made for the Education Market Doomed?
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","publishDate":1384531232,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32673\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg\" alt=\"5492689367_ba370d7b63_z\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the third of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">It seems that every school is considering purchasing iPads these days, and Apple has reported that iPad sales to schools are currently outselling MacBook sales by a very large margin. However, the rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.\u003c/p>\n\u003cp>Well-planned technology deployments can be tremendously successful and transformative for schools and students. In this chapter, I list ten vital components of a successful iPad implementation.\u003c/p>\n\u003ch4>\u003cstrong>Determining Whether You’re Ready\u003c/strong>\u003c/h4>\n\u003cp>There’s no point in purchasing iPads if you don’t have the technical infrastructure to manage and deploy them. Consider the following questions before going down that road:\u003c/p>\n\u003cul>\n\u003cli>Do you have adequate incoming Internet bandwidth to connect all the devices and use them at the same time? Remember that you may also need significant upload bandwidth as students start to create and deliver large media files.\u003c/li>\n\u003cli>Is your wireless network robust enough to manage and distribute a strong, reliable wireless signal all around campus?\u003c/li>\n\u003cli>Do your classrooms have safe, secure locations to store iPads?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Understanding and Communicating Why You Want iPads\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is the elephant in the room — the most critical question that is rarely discussed and evaluated from an educational perspective. It’s imperative that the entire organization be on the same page. That requires a clearly communicated explanation of how iPad use complements your educational mission, which then needs to be clearly communicated to all the various constituent groups, including teachers, students, parents, directors, and administrators.\u003c/p>\n\u003ch4>Targeting 21st-Century Learning Objectives\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s a natural inclination to stay in your comfort zone. Many teachers, especially older ones, prefer to stick to the methods they have always used in the classroom. An iPad program should take full advantage of the educational potential of the technology and be designed to address 21st-century learning objectives. That means integrating multimedia, communication, collaboration, project-based learning, and more. What point is there in purchasing expensive technology and then using it to reinforce outdated pedagogical practices such as frontal lecturing, content delivery, and drill and practice?\u003c/p>\n\u003cdiv title=\"Page 3\">\n\u003cdiv>\n\u003cdiv>\n\u003cp>Research and document your plans for the following:\u003c/p>\n\u003cul>\n\u003cli>Which responsibilities and processes are in place for buying and deploying apps? How will you decide what apps to buy, and who will be responsible for the purchasing?\u003c/li>\n\u003cli>How will you manage user profiles? What restrictions will you enforce? Will you have one common student profile or vary them by class or group?\u003c/li>\n\u003cli>What are your processes for system and app updates and data synchro- nization? How often will they be done and by whom?\u003c/li>\n\u003cli>Would you consider allowing your older students to manage their own iPads? Have you considered the risks versus benefits of such a policy?\u003c/li>\n\u003cli>Where and how students will store and submit work? Will you use cloud services such as Evernote or Dropbox? Will you create and/or use a WebDAV server? How will you students submit digital work to teachers?\u003c/li>\n\u003cli>How will you deal with instances of damage and theft? Will you buy insurance? Under what circumstances, if any, will students be held accountable? Has this been clearly communicated to parents through a Responsible Use policy?\u003c/li>\n\u003cli>How do you plan to create and use e-mail accounts? Will students be given e-mail, and if so, at what age? If not, will the iPads have generic e-mail accounts to enable outgoing e-mail of content from students to teachers?\u003c/li>\n\u003c/ul>\n\u003ch4>Understanding That iPads Aren’t Laptops\u003c/h4>\n\u003cp>Many laptop programs use network servers and domain logins that also set permissions. Laptops are controlled and administrators can often view screen activity. It’s important to remember that iPads are not laptops. There’s no login, and the ability to secure and control them is minimal. If you’re using iPads, utilize their unique assets. Look for ways to take advantage of their mobility, built-in camera, microphone, video, and so on. If monitoring and controlling activities are important criteria to you, it may be advisable to consider staying with laptops.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 4\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Overcoming “There’s an App for That” Syndrome\u003c/h4>\n\u003cp>You hear it all the time: “There’s an app for that.” One of the biggest mistakes teachers make is to constantly search for apps that directly address specific curriculum content — everything from 20th-century American history to the geography of California. Many great apps exist, but the real benefit comes from viewing iPads as tools that can be used as part of the learning process. Encourage students to create mock interviews with famous historic figures, explain scientific phenomenon with stop-motion animation, create podcasts for the school community, practice and record speech in a foreign language, create a screencast to explain a principle in algebra, and more. Given the opportunity, students will naturally gravitate toward creative and innovative iPad use if allowed to use it as a learning tool.\u003c/p>\n\u003ch4>Knowing That Share and Share Alike Doesn’t Work with iPads\u003c/h4>\n\u003cp>You learned the value of sharing all the way back in preschool. Although it may be an important life guideline, you need to forget all about sharing when it comes to using iPads in school. iPads are designed to be personal devices; you need to protect your user login and all your personal data and files. Sharing them will create huge privacy and security issues. I generally push for 1:1 deployment of iPads from 4th grade upward. If that causes financial concerns, you need to discuss those concerns and either scale down your deployment or consider an alternative approach, such as allowing children to bring their own devices to school — which comes with its own set of prob- lems, especially for families that cannot afford them. Sharing at upper grade levels, however, is not the solution.\u003c/p>\n\u003ch4>\u003cimg class=\"size-full wp-image-32675 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg\" alt=\"iPad in Education For Dummies cover image\" width=\"180\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613-320x398.jpg 320w\" sizes=\"(max-width: 180px) 100vw, 180px\">Building an Ongoing Training and Support Structure\u003c/h4>\n\u003cp>Deploying iPads is (I hope) a major step toward addressing the learning needs of 21st-century students. It also involves a major change in school culture. We’re all naturally resistant to change. Organizational change requires adequate training and support. It’s also important to stress that “training” doesn’t mean that one day at the start of the year when you bring someone into school for a half-day workshop. Schedule time for ongoing training ses- sions throughout the year. Develop teacher support groups within your school and with other schools, where teachers can exchange experiences, share their successes, and learn from each other.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 5\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Enabling the Unpredictable\u003c/h4>\n\u003cp>In other words, let them fly. Technology is most effective when used as a tool for student empowerment. Don’t expect to control every aspect of students’ learning. And you don’t always need to be the expert. Technology is their canvas. Give them the freedom to paint their own masterpieces.\u003c/p>\n\u003cp>Just in case you have any doubt regarding my stance on the issue, I want to stress that I don’t believe that all education should revolve around technology use. This book is all about appropriate technology integration. Sometimes that means not forcing the issue. There’s no doubting the importance of using crayons and paints. Getting your hands dirty planting in a garden is an extremely valuable educational experience, and how can you ever replace the experience of having a teacher or parent read to a child? It’s crucial to use technology wisely and creatively. Sometimes that also means knowing when to put it away.\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":"The rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.","status":"publish","parent":0,"modified":1385140912,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1355},"headData":{"title":"Checklist: Are You Ready for iPads In Your School? | KQED","description":"The rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Checklist: Are You Ready for iPads In Your School? ","datePublished":"2013-11-15T16:00:32.000Z","dateModified":"2013-11-22T17:21:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32652 http://blogs.kqed.org/mindshift/?p=32652","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/15/checklist-are-you-ready-for-ipads-in-your-school/","disqusTitle":"Checklist: Are You Ready for iPads In Your School? ","path":"/mindshift/32652/checklist-are-you-ready-for-ipads-in-your-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32673\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg\" alt=\"5492689367_ba370d7b63_z\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the third of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">It seems that every school is considering purchasing iPads these days, and Apple has reported that iPad sales to schools are currently outselling MacBook sales by a very large margin. However, the rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.\u003c/p>\n\u003cp>Well-planned technology deployments can be tremendously successful and transformative for schools and students. In this chapter, I list ten vital components of a successful iPad implementation.\u003c/p>\n\u003ch4>\u003cstrong>Determining Whether You’re Ready\u003c/strong>\u003c/h4>\n\u003cp>There’s no point in purchasing iPads if you don’t have the technical infrastructure to manage and deploy them. Consider the following questions before going down that road:\u003c/p>\n\u003cul>\n\u003cli>Do you have adequate incoming Internet bandwidth to connect all the devices and use them at the same time? Remember that you may also need significant upload bandwidth as students start to create and deliver large media files.\u003c/li>\n\u003cli>Is your wireless network robust enough to manage and distribute a strong, reliable wireless signal all around campus?\u003c/li>\n\u003cli>Do your classrooms have safe, secure locations to store iPads?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Understanding and Communicating Why You Want iPads\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is the elephant in the room — the most critical question that is rarely discussed and evaluated from an educational perspective. It’s imperative that the entire organization be on the same page. That requires a clearly communicated explanation of how iPad use complements your educational mission, which then needs to be clearly communicated to all the various constituent groups, including teachers, students, parents, directors, and administrators.\u003c/p>\n\u003ch4>Targeting 21st-Century Learning Objectives\u003c/h4>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There’s a natural inclination to stay in your comfort zone. Many teachers, especially older ones, prefer to stick to the methods they have always used in the classroom. An iPad program should take full advantage of the educational potential of the technology and be designed to address 21st-century learning objectives. That means integrating multimedia, communication, collaboration, project-based learning, and more. What point is there in purchasing expensive technology and then using it to reinforce outdated pedagogical practices such as frontal lecturing, content delivery, and drill and practice?\u003c/p>\n\u003cdiv title=\"Page 3\">\n\u003cdiv>\n\u003cdiv>\n\u003cp>Research and document your plans for the following:\u003c/p>\n\u003cul>\n\u003cli>Which responsibilities and processes are in place for buying and deploying apps? How will you decide what apps to buy, and who will be responsible for the purchasing?\u003c/li>\n\u003cli>How will you manage user profiles? What restrictions will you enforce? Will you have one common student profile or vary them by class or group?\u003c/li>\n\u003cli>What are your processes for system and app updates and data synchro- nization? How often will they be done and by whom?\u003c/li>\n\u003cli>Would you consider allowing your older students to manage their own iPads? Have you considered the risks versus benefits of such a policy?\u003c/li>\n\u003cli>Where and how students will store and submit work? Will you use cloud services such as Evernote or Dropbox? Will you create and/or use a WebDAV server? How will you students submit digital work to teachers?\u003c/li>\n\u003cli>How will you deal with instances of damage and theft? Will you buy insurance? Under what circumstances, if any, will students be held accountable? Has this been clearly communicated to parents through a Responsible Use policy?\u003c/li>\n\u003cli>How do you plan to create and use e-mail accounts? Will students be given e-mail, and if so, at what age? If not, will the iPads have generic e-mail accounts to enable outgoing e-mail of content from students to teachers?\u003c/li>\n\u003c/ul>\n\u003ch4>Understanding That iPads Aren’t Laptops\u003c/h4>\n\u003cp>Many laptop programs use network servers and domain logins that also set permissions. Laptops are controlled and administrators can often view screen activity. It’s important to remember that iPads are not laptops. There’s no login, and the ability to secure and control them is minimal. If you’re using iPads, utilize their unique assets. Look for ways to take advantage of their mobility, built-in camera, microphone, video, and so on. If monitoring and controlling activities are important criteria to you, it may be advisable to consider staying with laptops.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 4\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Overcoming “There’s an App for That” Syndrome\u003c/h4>\n\u003cp>You hear it all the time: “There’s an app for that.” One of the biggest mistakes teachers make is to constantly search for apps that directly address specific curriculum content — everything from 20th-century American history to the geography of California. Many great apps exist, but the real benefit comes from viewing iPads as tools that can be used as part of the learning process. Encourage students to create mock interviews with famous historic figures, explain scientific phenomenon with stop-motion animation, create podcasts for the school community, practice and record speech in a foreign language, create a screencast to explain a principle in algebra, and more. Given the opportunity, students will naturally gravitate toward creative and innovative iPad use if allowed to use it as a learning tool.\u003c/p>\n\u003ch4>Knowing That Share and Share Alike Doesn’t Work with iPads\u003c/h4>\n\u003cp>You learned the value of sharing all the way back in preschool. Although it may be an important life guideline, you need to forget all about sharing when it comes to using iPads in school. iPads are designed to be personal devices; you need to protect your user login and all your personal data and files. Sharing them will create huge privacy and security issues. I generally push for 1:1 deployment of iPads from 4th grade upward. If that causes financial concerns, you need to discuss those concerns and either scale down your deployment or consider an alternative approach, such as allowing children to bring their own devices to school — which comes with its own set of prob- lems, especially for families that cannot afford them. Sharing at upper grade levels, however, is not the solution.\u003c/p>\n\u003ch4>\u003cimg class=\"size-full wp-image-32675 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg\" alt=\"iPad in Education For Dummies cover image\" width=\"180\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613-320x398.jpg 320w\" sizes=\"(max-width: 180px) 100vw, 180px\">Building an Ongoing Training and Support Structure\u003c/h4>\n\u003cp>Deploying iPads is (I hope) a major step toward addressing the learning needs of 21st-century students. It also involves a major change in school culture. We’re all naturally resistant to change. Organizational change requires adequate training and support. It’s also important to stress that “training” doesn’t mean that one day at the start of the year when you bring someone into school for a half-day workshop. Schedule time for ongoing training ses- sions throughout the year. Develop teacher support groups within your school and with other schools, where teachers can exchange experiences, share their successes, and learn from each other.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 5\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Enabling the Unpredictable\u003c/h4>\n\u003cp>In other words, let them fly. Technology is most effective when used as a tool for student empowerment. Don’t expect to control every aspect of students’ learning. And you don’t always need to be the expert. Technology is their canvas. Give them the freedom to paint their own masterpieces.\u003c/p>\n\u003cp>Just in case you have any doubt regarding my stance on the issue, I want to stress that I don’t believe that all education should revolve around technology use. This book is all about appropriate technology integration. Sometimes that means not forcing the issue. There’s no doubting the importance of using crayons and paints. Getting your hands dirty planting in a garden is an extremely valuable educational experience, and how can you ever replace the experience of having a teacher or parent read to a child? It’s crucial to use technology wisely and creatively. Sometimes that also means knowing when to put it away.\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32652/checklist-are-you-ready-for-ipads-in-your-school","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_81","mindshift_20580","mindshift_525"],"label":"mindshift"},"mindshift_31821":{"type":"posts","id":"mindshift_31821","meta":{"index":"posts_1591205157","site":"mindshift","id":"31821","score":null,"sort":[1380748399000]},"guestAuthors":[],"slug":"why-l-a-s-ipad-rollout-was-doomed","title":"Why L.A.'s iPad Rollout Was Doomed ","publishDate":1380748399,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31824\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/18090920@N07/7118767335/in/photolist-bR4xvR-bC9W9W-bR4Anv-7YZ6hF-bR4rSH-bR4rnz-bC9L5j-bC9MCJ-bC9LM5-bR4tmP-bR4sDt-8saSzM-9zvgtG-8sdWM3-8sdWAh-8saSGv-8sdWFC-9ak3TJ-dkKUft-dkKVW1-7Sj2pq-7Sj2uG-7QL2sq-fvSgea-bC9Qvj-87pvpZ-87sG4Y-8saStc-8sdWbQ-drE3VL-dkL73p-9QV3CK-7QzajX-7Sj2rd-7SfKSn-7Sj2nU-fjQA95-ffqdyc-8nicZh-bR4vGi-bC9Nzf-aDcoZk-bR61NM-dawCCx-7AA8C2-8fWHDW-dawEHG-81UmN5-ah7XtS-fCTkE1-fCAKr2\">\u003cimg class=\"size-full wp-image-31824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg\" alt=\"7118767335_d5c871298f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://digital.hechingerreport.org/content/the-inside-story-on-la-schools-ipad-rollout-a-colossal-disaster_914/\">\u003cstrong>By Anya Kamenetz, The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Scarcely a month ago, on August 27, the Los Angeles County Unified School District \u003ca href=\"http://www.latimes.com/local/la-first-ipads-go-out-to-lausd-students-20130827,0,3956429.photogallery\">placed the first iPads\u003c/a> in students’ hands at the outset of a $1 billion plan to give one to every single student in the nation’s second largest public school district ($500 million for devices, plus an additional $500 million for internet infrastructure upgrades, raised through construction bonds).\u003c/p>\n\u003cp>The project is now being resoundingly \u003ca href=\"http://www.latimes.com/opinion/letters/la-le-0927-friday-lausd-ipads-20130927,0,695590.story\">panned,\u003c/a> as \u003ca href=\"http://www.latimes.com/local/la-me-lausd-ipads-20130925,0,906924.story\">reports surfaced\u003c/a> quickly of high school students going around the security software on the iPads to surf for non-approved content. The district has called a halt to students bringing iPads home amid \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-officials-no-set-consequences-for-lost-broken-ipads-20130926,0,3641357.story\">disputes \u003c/a>over who will be held responsible for loss or damage–parents or taxpayers.\u003c/p>\n\u003cp>On Friday I spoke to two LAUSD contractors who have first-hand knowledge of the rollout. They agreed to give an insiders’ view of the controversy on background. There’s an incredible litany of problems here that reads like a primer on what NOT to do with a major deployment of technology in a school district.\u003c/p>\n\u003ch3>1. The Rush\u003c/h3>\n\u003cp>Problem number one, from these contractors’ perspective, was the timeline. The iPad idea first \u003ca href=\"http://losangeles.cbslocal.com/2012/12/12/lausd-faces-criticism-for-plan-to-buy-ipads-for-600000-students/\">surfaced\u003c/a> in November as a proposal to spend $17 million in bond money coming to the district. There was a small pilot in the spring–not enough, says Contractor #1. “From an IT and security standpoint, it would be tough to pilot something in just a few months, let alone start phase I. I have a hard time believing that people in the district didn’t raise red flags to say, are you sure we’re doing this the best way possible?”\u003c/p>\n\u003ch3>2. Training and Professional Development\u003c/h3>\n\u003cp>The second big issue was a lack of training, professional development, and overall, a failure to recognize the human resource needs created by a big device rollout like this one. “Teachers were not trained in the system to manage the devices. Nobody at the school was trained. A couple people from the district that came out to sort of help and they had somebody at the school who was the de facto tech person, teaching teachers how to use it after it had been deployed,” says Contractor #1. Contractor #2 added: “The ELA (English) teachers got a 40 minute training, because they were responsible for giving them out. I don’t think any of the other teachers were trained on the mobile device management system.” Part of the reason that students found it so easy to turn off the security controls to surf the Web and access sites like Facebook, YouTube and Pandora might be that many teachers were unfamiliar with how the controls worked.\u003c/p>\n\u003ch3>3. School to Home and Back\u003c/h3>\n\u003cp>Taking school-issued devices home has pedagogical justifications, for homework, extra practice time, and making stronger connections between school and home. But there are some practical and theoretical objections to this idea.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the pilot, Contractor #1 says, students weren’t allowed to take the iPads home. When they started going home, teachers quickly discovered that checking the devices out at the end of the day, and checking them back in in the morning, used up precious classroom time. Also, said contractor #2, “If kids didn’t want to do the work, they would come late purposely and not get an iPad. So in some classes, half the kids had them and half the kids didn’t, they were just sitting with their heads on the desk.” Parents, meanwhile, don’t want to be held liable for the loss, breakage or theft of the devices.\u003c/p>\n\u003cp>Contractor #1 had a different, more personal objection to the idea of students using a single device for work and home. “Being in IT, my professional device is separate from what I use at home. My daughter is five years old. She’s not old enough to understand that there’s a difference between your home life and school life and what’s acceptable in each place. Until she can segment that, I don’t want her being held responsible for any mistakes.”\u003c/p>\n\u003ch3>4. Why iPads?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Los Angeles is paying a reported \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">$678 apiece\u003c/a> for these Apple iPads, higher than retail, although the price does include some educational software. That compares to as low as \u003ca href=\"http://www.microcenter.com/product/413121/XE303C12-A01US_116%22_Chromebook_-_Silver;_Samung_Exynos_5_Dual-Core_Processor_17GHz;_Google_Chrome_OS;_2GB_DDR3L_RAM;_16GB_Solid_State_Drive;_Integrate?gclid=CI6Iy9r-8bkCFUqk4AodBmwABw\">$250, retail\u003c/a>, for a budget laptop. iPads don’t have a reputation as durable machines, and notably, they don’t have keyboards. “From the beginning I said, 'Are they going to type at all? Is this not a skill? Are they going to require a keyboard?'” said Contractor #1. Sure enough, just after Labor Day, the school district \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">announced \u003c/a>that they may be spending up to an additional $38 million on wireless keyboard accessories.\u003c/p>\n\n","blocks":[],"excerpt":"As Los Angeles rolls out its iPad program, there’s been a litany of problems from the very outset. Here are what contractors have said about their concerns with the $1 billion project. \r\n","status":"publish","parent":0,"modified":1396475943,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":826},"headData":{"title":"Why L.A.'s iPad Rollout Was Doomed | KQED","description":"As Los Angeles rolls out its iPad program, there’s been a litany of problems from the very outset. Here are what contractors have said about their concerns with the $1 billion project. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why L.A.'s iPad Rollout Was Doomed ","datePublished":"2013-10-02T21:13:19.000Z","dateModified":"2014-04-02T21:59:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31821 http://blogs.kqed.org/mindshift/?p=31821","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/02/why-l-a-s-ipad-rollout-was-doomed/","disqusTitle":"Why L.A.'s iPad Rollout Was Doomed ","path":"/mindshift/31821/why-l-a-s-ipad-rollout-was-doomed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31824\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/18090920@N07/7118767335/in/photolist-bR4xvR-bC9W9W-bR4Anv-7YZ6hF-bR4rSH-bR4rnz-bC9L5j-bC9MCJ-bC9LM5-bR4tmP-bR4sDt-8saSzM-9zvgtG-8sdWM3-8sdWAh-8saSGv-8sdWFC-9ak3TJ-dkKUft-dkKVW1-7Sj2pq-7Sj2uG-7QL2sq-fvSgea-bC9Qvj-87pvpZ-87sG4Y-8saStc-8sdWbQ-drE3VL-dkL73p-9QV3CK-7QzajX-7Sj2rd-7SfKSn-7Sj2nU-fjQA95-ffqdyc-8nicZh-bR4vGi-bC9Nzf-aDcoZk-bR61NM-dawCCx-7AA8C2-8fWHDW-dawEHG-81UmN5-ah7XtS-fCTkE1-fCAKr2\">\u003cimg class=\"size-full wp-image-31824\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg\" alt=\"7118767335_d5c871298f_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/7118767335_d5c871298f_z-e1380748180240-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://digital.hechingerreport.org/content/the-inside-story-on-la-schools-ipad-rollout-a-colossal-disaster_914/\">\u003cstrong>By Anya Kamenetz, The Hechinger Report\u003c/strong>\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Scarcely a month ago, on August 27, the Los Angeles County Unified School District \u003ca href=\"http://www.latimes.com/local/la-first-ipads-go-out-to-lausd-students-20130827,0,3956429.photogallery\">placed the first iPads\u003c/a> in students’ hands at the outset of a $1 billion plan to give one to every single student in the nation’s second largest public school district ($500 million for devices, plus an additional $500 million for internet infrastructure upgrades, raised through construction bonds).\u003c/p>\n\u003cp>The project is now being resoundingly \u003ca href=\"http://www.latimes.com/opinion/letters/la-le-0927-friday-lausd-ipads-20130927,0,695590.story\">panned,\u003c/a> as \u003ca href=\"http://www.latimes.com/local/la-me-lausd-ipads-20130925,0,906924.story\">reports surfaced\u003c/a> quickly of high school students going around the security software on the iPads to surf for non-approved content. The district has called a halt to students bringing iPads home amid \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-officials-no-set-consequences-for-lost-broken-ipads-20130926,0,3641357.story\">disputes \u003c/a>over who will be held responsible for loss or damage–parents or taxpayers.\u003c/p>\n\u003cp>On Friday I spoke to two LAUSD contractors who have first-hand knowledge of the rollout. They agreed to give an insiders’ view of the controversy on background. There’s an incredible litany of problems here that reads like a primer on what NOT to do with a major deployment of technology in a school district.\u003c/p>\n\u003ch3>1. The Rush\u003c/h3>\n\u003cp>Problem number one, from these contractors’ perspective, was the timeline. The iPad idea first \u003ca href=\"http://losangeles.cbslocal.com/2012/12/12/lausd-faces-criticism-for-plan-to-buy-ipads-for-600000-students/\">surfaced\u003c/a> in November as a proposal to spend $17 million in bond money coming to the district. There was a small pilot in the spring–not enough, says Contractor #1. “From an IT and security standpoint, it would be tough to pilot something in just a few months, let alone start phase I. I have a hard time believing that people in the district didn’t raise red flags to say, are you sure we’re doing this the best way possible?”\u003c/p>\n\u003ch3>2. Training and Professional Development\u003c/h3>\n\u003cp>The second big issue was a lack of training, professional development, and overall, a failure to recognize the human resource needs created by a big device rollout like this one. “Teachers were not trained in the system to manage the devices. Nobody at the school was trained. A couple people from the district that came out to sort of help and they had somebody at the school who was the de facto tech person, teaching teachers how to use it after it had been deployed,” says Contractor #1. Contractor #2 added: “The ELA (English) teachers got a 40 minute training, because they were responsible for giving them out. I don’t think any of the other teachers were trained on the mobile device management system.” Part of the reason that students found it so easy to turn off the security controls to surf the Web and access sites like Facebook, YouTube and Pandora might be that many teachers were unfamiliar with how the controls worked.\u003c/p>\n\u003ch3>3. School to Home and Back\u003c/h3>\n\u003cp>Taking school-issued devices home has pedagogical justifications, for homework, extra practice time, and making stronger connections between school and home. But there are some practical and theoretical objections to this idea.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the pilot, Contractor #1 says, students weren’t allowed to take the iPads home. When they started going home, teachers quickly discovered that checking the devices out at the end of the day, and checking them back in in the morning, used up precious classroom time. Also, said contractor #2, “If kids didn’t want to do the work, they would come late purposely and not get an iPad. So in some classes, half the kids had them and half the kids didn’t, they were just sitting with their heads on the desk.” Parents, meanwhile, don’t want to be held liable for the loss, breakage or theft of the devices.\u003c/p>\n\u003cp>Contractor #1 had a different, more personal objection to the idea of students using a single device for work and home. “Being in IT, my professional device is separate from what I use at home. My daughter is five years old. She’s not old enough to understand that there’s a difference between your home life and school life and what’s acceptable in each place. Until she can segment that, I don’t want her being held responsible for any mistakes.”\u003c/p>\n\u003ch3>4. Why iPads?\u003c/h3>\n\u003cp>\u003c/p>\n\u003cp>Los Angeles is paying a reported \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">$678 apiece\u003c/a> for these Apple iPads, higher than retail, although the price does include some educational software. That compares to as low as \u003ca href=\"http://www.microcenter.com/product/413121/XE303C12-A01US_116%22_Chromebook_-_Silver;_Samung_Exynos_5_Dual-Core_Processor_17GHz;_Google_Chrome_OS;_2GB_DDR3L_RAM;_16GB_Solid_State_Drive;_Integrate?gclid=CI6Iy9r-8bkCFUqk4AodBmwABw\">$250, retail\u003c/a>, for a budget laptop. iPads don’t have a reputation as durable machines, and notably, they don’t have keyboards. “From the beginning I said, 'Are they going to type at all? Is this not a skill? Are they going to require a keyboard?'” said Contractor #1. Sure enough, just after Labor Day, the school district \u003ca href=\"http://articles.latimes.com/2013/jun/18/local/la-me-ln-lausd-chooses-ipads-for-pilot-20130618\">announced \u003c/a>that they may be spending up to an additional $38 million on wireless keyboard accessories.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31821/why-l-a-s-ipad-rollout-was-doomed","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_81","mindshift_20559","mindshift_525"],"label":"mindshift"},"mindshift_30681":{"type":"posts","id":"mindshift_30681","meta":{"index":"posts_1591205157","site":"mindshift","id":"30681","score":null,"sort":[1376935181000]},"guestAuthors":[],"slug":"move-over-ipad-here-comes-google-play-for-education","title":"Move Over iPad, Here Comes Google Play For Education","publishDate":1376935181,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30722\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/epredator/8609288759/sizes/z/in/photolist-e7LRB6-dZzhgK-dZEZiE-dZzhik-dZzhhr-dZEZhd-dZzhoD-dZEZjC-dZzhnt-dZEZzh-8yiJ8h-8yfF54-dZEZgW-dxwTT1-denTSd-denVea-denVtK-denVHP-85z1hy-ePjKVA-ePjKm5-eP8mdP-dAJPDJ-euXpWT-9uwnm8-euYyow-aD5w7Y-7TP4YD-7TP57v-bf7Skr-6ZTyoi-ardYMw-cHyWCq/\">\u003cimg class=\"size-full wp-image-30722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/android_ipad.jpg\" alt=\"android_ipad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In education circles, Apple's iPad has been stealing the spotlight the last few years, as it sweeps across the country's schools. Los Angeles Unified, the second-largest school district in the country, is joining the long list of smaller districts that have invested heavily in the popular iPad tablet for learning. Apple has reported that \u003ca href=\"http://www.apple.com/pr/library/2013/06/19Apple-Awarded-30-Million-iPad-Deal-From-LA-Unified-School-District.html\">10 million iPads\u003c/a> are currently being used in schools, and the company's share continues to grow in the education market.\u003c/p>\n\u003cp>But the \u003ca href=\"http://online.wsj.com/article/SB10001424052702303768104577460244284627170.html\">famous rivalry between Google and Apple\u003c/a> is finding its way into schools, and Google is looking to dethrone the famous iPad with its new \u003ca href=\"http://developer.android.com/distribute/googleplay/edu/index.html\">Google Play for Education\u003c/a>, a suite of apps and management tools that will be \u003ca href=\"http://venturebeat.com/2013/05/15/google-play-education/\">available to teachers and students this fall\u003c/a>.\u003c/p>\n\u003cp>When it was unveiled at last spring’s I/O Conference, Google Play for Education was billed by engineering director Chris Yerga as more intuitive and easier to use than the iPad.\u003c/p>\n\u003cp>“In education, [teachers told us] there’s a huge gap between what’s possible with technology, and what’s practical, especially with mobile technology,\" said Yerga. \"And then they told us it was Google’s job to fix this. Google should make it affordable to give every student a tablet, and Google should make it way easier to find the best tools and content from a really diverse set of developers, and get that content to the right students.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What I do like about Google is that it’s all-inclusive.\"\u003c/aside>\n\u003cp>While no prototypes of Google Play for Education are yet available, Yerga unveiled some of the new ways Google will interact with teachers and students in the classroom. Apps will be arranged by both grade level and content subject, and educators will be able to read reviews from other teachers. And instead of worrying about multiple iTunes accounts and credit cards, teachers using Google can draw from a pre-loaded account to purchase apps, then push out apps, YouTube videos, or e-books to students through Google Groups. The content will appear on students’ tablets in seconds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>PROS AND CONS OF iPADS\u003c/strong>\u003c/p>\n\u003cp>But iPad users are not giving up on their Apple devices in light of the new offerings. When Director of Technology \u003ca href=\"http://www.edutopia.org/user/15396\">Andrew Marcinek\u003c/a> started building a two-year iPad program for the Burlington, Mass., public schools in 2011, there was only one choice for student mobile technology. “When we came into the game, there was only the iPad,” he said. “A lot of other places have caught up. But that’s what Apple does. They’re on that cutting edge, still leading and setting the bar.”\u003c/p>\n\u003cp>Marcinek said that both he and teachers have been more than happy with what the iPad can do for students, but it’s by no means perfect. One of the programs Marcinek wanted to create at Burlington was a way for teachers to curate their own curriculum using iBooks. But he soon found out that, in order to use iBooks and iBooks Author, teachers would have to use Apple Pages and literally build the textbooks themselves. “It was a very clunky process,” he said. “iBooks Author is really good, but as far as a K-12 model it doesn’t really fit, because you have to build a textbook. It can be done, but that’s a lot to put on the teacher. Time is always the adversary, it takes time to build these.”\u003c/p>\n\u003cp>Marcinek sees no reason why Google Play for Education wouldn’t be popular with educators, because many schools are already using other Google products and management tools like Google Docs and Google Drive, as well as Chromebooks. All the pieces -- content creation, management, email and educational apps -- will fit together. “What I do like about Google is that it’s all-inclusive. The majority of teachers have a PC, a few have a MacBook, but for the teacher who has a PC and doesn’t have the Mac products, iTunes U can’t be used.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Tablets In Education\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">The Future of Tablets in Education: Potential Vs. Reality\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">\u003cspan style=\"color: #666699\">10 Important Questions To Ask Before Investing in iPads for Schools\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Marcinek sees that curating textbooks with Google would be much easier than with the iPad. “With Google Play for Books through Chrome, you now have the ability to create and publish content, and distribute through there. You’re going to see more [Google products] coming into play because of the universality.”\u003c/p>\n\u003cp>Heather Vardis, who taught fourth grade last year at Franklin Arts Center, a Chicago Public Schools magnet, had a 1:1 iPad environment and used the iPad with her students every day to drill math problems, create projects and even make e-books of poetry. Most of the ideas for apps to use in class, like \u003ca href=\"https://itunes.apple.com/us/app/math-skills/id417431861?mt=8\">Math Skills\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a>, came from a two-day teacher training Vardis took at the beginning of the year. And during the year, when she discovered a new app she wanted to use, Vardis would bring it to the school’s technical coordinator and he would handle the process of buying the app and downloading it to all the student machines. But while Vardis was proud of what her fourth graders were able to do on the iPad, she also thinks that working on the Apple tablet had its limitations.\u003c/p>\n\u003cp>One frustration, she said, was the lack of a flash player to watch certain videos in class. Vardis also recalls students trying to use multiple apps at the same time in order to create a complex video for an assignment: “You can’t have multiple windows side by side. The kids had to go out of an app, back into another app. It was a frustrating moment.”\u003c/p>\n\u003cfigure id=\"attachment_30725\" class=\"wp-caption alignright\" style=\"max-width: 237px\">\u003cimg class=\"size-medium wp-image-30725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/170442973-300x300.jpg\" alt=\"170442973\" width=\"237\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Most frustrating of all, though, was not being able to save student work created inside of apps. “Because the iPad is not designed to be shared among multiple users, it’s difficult to protect student work,” Vardis recalls. “Book Creator created wonderful books, but there’s no way to save that information through email, PDF or print. [The work] was not tangible once the school year was over.” The poetry ebooks the students worked so hard on were only available via the screen on the school’s iPads.\u003c/p>\n\u003cp>Some of these issues might be solved by using a Google/Android tablet; there's a \u003ca href=\"https://play.google.com/store/apps/details?id=gpc.myweb.hinet.net.PopupWeb&hl=en\">free Floating Browser\u003c/a> app on Google Play for opening multiple windows, and \u003ca href=\"https://play.google.com/store/apps/details?id=com.appsverse.photon\">Android can also support Flash\u003c/a>. And while many Google Play for Education learning apps may or may not be able to be saved into a PDF or printed on paper, smooth transfer between Google Docs and Gmail might make saving student work easier.\u003c/p>\n\u003cp dir=\"ltr\">Whether Google Play for Education and the Android tablets will be as useful and revolutionary to schools as the iPad -- or even more so -- remains to be seen. Temple University academic and tech writer \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Jordan Shapiro\u003c/a> makes the point that, after this transitional period of getting tablets into kids’ hands, the Apple or Google question isn’t going to matter much. One company always adapts to what the other is doing.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp dir=\"ltr\">\"I really don’t think it matters, for this transitional moment in learning, one may be a little ahead of the other, eventually it’s going to equalize out,” Shapiro said.\u003c/p>\n\n","blocks":[],"excerpt":"The famous rivalry between Google and Apple is finding its way into schools, and Google is looking to dethrone the famous iPad with its new Google Play for Education, a suite of apps and management tools that will be available to teachers and students this fall.","status":"publish","parent":0,"modified":1377190396,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1273},"headData":{"title":"Move Over iPad, Here Comes Google Play For Education | KQED","description":"The famous rivalry between Google and Apple is finding its way into schools, and Google is looking to dethrone the famous iPad with its new Google Play for Education, a suite of apps and management tools that will be available to teachers and students this fall.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Move Over iPad, Here Comes Google Play For Education","datePublished":"2013-08-19T17:59:41.000Z","dateModified":"2013-08-22T16:53:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30681 http://blogs.kqed.org/mindshift/?p=30681","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/19/move-over-ipad-here-comes-google-play-for-education/","disqusTitle":"Move Over iPad, Here Comes Google Play For Education","path":"/mindshift/30681/move-over-ipad-here-comes-google-play-for-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30722\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/epredator/8609288759/sizes/z/in/photolist-e7LRB6-dZzhgK-dZEZiE-dZzhik-dZzhhr-dZEZhd-dZzhoD-dZEZjC-dZzhnt-dZEZzh-8yiJ8h-8yfF54-dZEZgW-dxwTT1-denTSd-denVea-denVtK-denVHP-85z1hy-ePjKVA-ePjKm5-eP8mdP-dAJPDJ-euXpWT-9uwnm8-euYyow-aD5w7Y-7TP4YD-7TP57v-bf7Skr-6ZTyoi-ardYMw-cHyWCq/\">\u003cimg class=\"size-full wp-image-30722\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/android_ipad.jpg\" alt=\"android_ipad\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/android_ipad-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">In education circles, Apple's iPad has been stealing the spotlight the last few years, as it sweeps across the country's schools. Los Angeles Unified, the second-largest school district in the country, is joining the long list of smaller districts that have invested heavily in the popular iPad tablet for learning. Apple has reported that \u003ca href=\"http://www.apple.com/pr/library/2013/06/19Apple-Awarded-30-Million-iPad-Deal-From-LA-Unified-School-District.html\">10 million iPads\u003c/a> are currently being used in schools, and the company's share continues to grow in the education market.\u003c/p>\n\u003cp>But the \u003ca href=\"http://online.wsj.com/article/SB10001424052702303768104577460244284627170.html\">famous rivalry between Google and Apple\u003c/a> is finding its way into schools, and Google is looking to dethrone the famous iPad with its new \u003ca href=\"http://developer.android.com/distribute/googleplay/edu/index.html\">Google Play for Education\u003c/a>, a suite of apps and management tools that will be \u003ca href=\"http://venturebeat.com/2013/05/15/google-play-education/\">available to teachers and students this fall\u003c/a>.\u003c/p>\n\u003cp>When it was unveiled at last spring’s I/O Conference, Google Play for Education was billed by engineering director Chris Yerga as more intuitive and easier to use than the iPad.\u003c/p>\n\u003cp>“In education, [teachers told us] there’s a huge gap between what’s possible with technology, and what’s practical, especially with mobile technology,\" said Yerga. \"And then they told us it was Google’s job to fix this. Google should make it affordable to give every student a tablet, and Google should make it way easier to find the best tools and content from a really diverse set of developers, and get that content to the right students.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What I do like about Google is that it’s all-inclusive.\"\u003c/aside>\n\u003cp>While no prototypes of Google Play for Education are yet available, Yerga unveiled some of the new ways Google will interact with teachers and students in the classroom. Apps will be arranged by both grade level and content subject, and educators will be able to read reviews from other teachers. And instead of worrying about multiple iTunes accounts and credit cards, teachers using Google can draw from a pre-loaded account to purchase apps, then push out apps, YouTube videos, or e-books to students through Google Groups. The content will appear on students’ tablets in seconds.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PROS AND CONS OF iPADS\u003c/strong>\u003c/p>\n\u003cp>But iPad users are not giving up on their Apple devices in light of the new offerings. When Director of Technology \u003ca href=\"http://www.edutopia.org/user/15396\">Andrew Marcinek\u003c/a> started building a two-year iPad program for the Burlington, Mass., public schools in 2011, there was only one choice for student mobile technology. “When we came into the game, there was only the iPad,” he said. “A lot of other places have caught up. But that’s what Apple does. They’re on that cutting edge, still leading and setting the bar.”\u003c/p>\n\u003cp>Marcinek said that both he and teachers have been more than happy with what the iPad can do for students, but it’s by no means perfect. One of the programs Marcinek wanted to create at Burlington was a way for teachers to curate their own curriculum using iBooks. But he soon found out that, in order to use iBooks and iBooks Author, teachers would have to use Apple Pages and literally build the textbooks themselves. “It was a very clunky process,” he said. “iBooks Author is really good, but as far as a K-12 model it doesn’t really fit, because you have to build a textbook. It can be done, but that’s a lot to put on the teacher. Time is always the adversary, it takes time to build these.”\u003c/p>\n\u003cp>Marcinek sees no reason why Google Play for Education wouldn’t be popular with educators, because many schools are already using other Google products and management tools like Google Docs and Google Drive, as well as Chromebooks. All the pieces -- content creation, management, email and educational apps -- will fit together. “What I do like about Google is that it’s all-inclusive. The majority of teachers have a PC, a few have a MacBook, but for the teacher who has a PC and doesn’t have the Mac products, iTunes U can’t be used.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>Tablets In Education\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">The Future of Tablets in Education: Potential Vs. Reality\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/10-important-questions-to-ask-before-using-ipads-in-class/\">\u003cspan style=\"color: #666699\">10 Important Questions To Ask Before Investing in iPads for Schools\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp> \u003c/p>\n\u003cp>Marcinek sees that curating textbooks with Google would be much easier than with the iPad. “With Google Play for Books through Chrome, you now have the ability to create and publish content, and distribute through there. You’re going to see more [Google products] coming into play because of the universality.”\u003c/p>\n\u003cp>Heather Vardis, who taught fourth grade last year at Franklin Arts Center, a Chicago Public Schools magnet, had a 1:1 iPad environment and used the iPad with her students every day to drill math problems, create projects and even make e-books of poetry. Most of the ideas for apps to use in class, like \u003ca href=\"https://itunes.apple.com/us/app/math-skills/id417431861?mt=8\">Math Skills\u003c/a> and \u003ca href=\"http://www.educreations.com/\">Educreations\u003c/a>, came from a two-day teacher training Vardis took at the beginning of the year. And during the year, when she discovered a new app she wanted to use, Vardis would bring it to the school’s technical coordinator and he would handle the process of buying the app and downloading it to all the student machines. But while Vardis was proud of what her fourth graders were able to do on the iPad, she also thinks that working on the Apple tablet had its limitations.\u003c/p>\n\u003cp>One frustration, she said, was the lack of a flash player to watch certain videos in class. Vardis also recalls students trying to use multiple apps at the same time in order to create a complex video for an assignment: “You can’t have multiple windows side by side. The kids had to go out of an app, back into another app. It was a frustrating moment.”\u003c/p>\n\u003cfigure id=\"attachment_30725\" class=\"wp-caption alignright\" style=\"max-width: 237px\">\u003cimg class=\"size-medium wp-image-30725\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/170442973-300x300.jpg\" alt=\"170442973\" width=\"237\" height=\"237\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Most frustrating of all, though, was not being able to save student work created inside of apps. “Because the iPad is not designed to be shared among multiple users, it’s difficult to protect student work,” Vardis recalls. “Book Creator created wonderful books, but there’s no way to save that information through email, PDF or print. [The work] was not tangible once the school year was over.” The poetry ebooks the students worked so hard on were only available via the screen on the school’s iPads.\u003c/p>\n\u003cp>Some of these issues might be solved by using a Google/Android tablet; there's a \u003ca href=\"https://play.google.com/store/apps/details?id=gpc.myweb.hinet.net.PopupWeb&hl=en\">free Floating Browser\u003c/a> app on Google Play for opening multiple windows, and \u003ca href=\"https://play.google.com/store/apps/details?id=com.appsverse.photon\">Android can also support Flash\u003c/a>. And while many Google Play for Education learning apps may or may not be able to be saved into a PDF or printed on paper, smooth transfer between Google Docs and Gmail might make saving student work easier.\u003c/p>\n\u003cp dir=\"ltr\">Whether Google Play for Education and the Android tablets will be as useful and revolutionary to schools as the iPad -- or even more so -- remains to be seen. Temple University academic and tech writer \u003ca href=\"http://www.forbes.com/sites/jordanshapiro/\">Jordan Shapiro\u003c/a> makes the point that, after this transitional period of getting tablets into kids’ hands, the Apple or Google question isn’t going to matter much. One company always adapts to what the other is doing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\"I really don’t think it matters, for this transitional moment in learning, one may be a little ahead of the other, eventually it’s going to equalize out,” Shapiro said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30681/move-over-ipad-here-comes-google-play-for-education","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20542","mindshift_81","mindshift_525"],"featImg":"mindshift_30722","label":"mindshift"},"mindshift_30268":{"type":"posts","id":"mindshift_30268","meta":{"index":"posts_1591205157","site":"mindshift","id":"30268","score":null,"sort":[1375192814000]},"guestAuthors":[],"slug":"from-toy-to-tool-how-to-develop-smart-tablet-habits-in-class","title":"From Toy to Tool: How to Develop Smart Tablet Habits in Class","publishDate":1375192814,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30284\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/5667865836/sizes/z/in/photolist-9CRi3L-9CNm8c-9CNmqZ-9CRg4s-9CRgBu-9BFeLg-9BJbcA-e4Joyy-bnqUmg-apn6U2-dDZ5pN-9bEXDr-9BFeYn-9BFfcc-9BFfNt-9BFg3a-8LdF39-9BFfWv-atpFrh-bTvLUx-9BFeSr-adkDgC-d9grqf-8rzQoF-8rzRMX-8rzSm6-8rzQJc-8rCVDQ-8rCVTm-8rzQvz-8rzSbk-8rzSw4-8rzRZP-8LdEZf-8LdF4y-8LaAmp-8LdF67-8LaAqe-8LaAtv-8LdF1w-8LdEUU-8rD2kh-8rzVjV-8rD2i9-8rD2sy-8rzUqp-8rD2fu-9R6gNL-9R6haU-9R3mw8-9R6fhN/\">\u003cimg class=\"size-full wp-image-30284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/20100915-020.jpg\" alt=\"20100915 020\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://allthingsd.com/20130529/mary-meekers-internet-trends-report-is-back-at-d11-slides/?mod=atdtweet\">explosive growth of tablets\u003c/a> finds its way to schools, teachers and administrators need to continue the work of figuring out how to best incorporate tablets into the learning experience of students.\u003c/p>\n\u003cp>Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Kids often come to school and instinctively want to engage with a tablet as a toy, expecting to be free to play the games they want to play and explore the apps they are interested in.\u003c/p>\n\u003cp>To get kids to shift into tablet as learning tool, teachers are finding that instilling fair, reasonable and consistent classroom habits in tablet learning environments is key.\u003c/p>\n\u003cp>Here are a few strategies to employ to facilitate positive tablet learning habits:\u003c/p>\n\u003cul>\n\u003cli>Be clear with students at the outset of class whether tablets will be used that day. If tablets are not part of the learning plan for the day, just let students know that by saying, \"We are device-free today, so please find a resting place for your tablet.\" This approach quickly takes the pressure off of the teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>If you are going to use the tablets with students, be prepared to move and engage a lot. Tablet-learning requires a lot of energy on the part of the teacher and a high level of engagement and interaction with students. Plan on weaving in and out of students as they work on the tablets so you can ask questions, probe, query, challenge and inquire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Carefully consider space. Keeping students close together in a circle or a series of circles with tablets flat and easily viewable helps to maintain focus. For younger students, having the tablet on the surface of the floor makes it easy for the teacher to see the screens. Dispersing students around the classroom or outside opens up a can of worms in terms of management, unless the goals and objectives are clear for students, with a well-defined time frame for completion of a learning task.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #00ccff\">Learning With Tablets\u003cbr>\n\u003c/span>\u003c/h3>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\">\u003cspan style=\"color: #808080\">14 Smart Tips for Using iPads in Class\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #808080\">The iPad As a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #808080\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cul>\n\u003cli>Talk about the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">uses for tablets\u003c/a>: creation, consumption, curation, and connection. Be clear with students about the purpose for the class. The use of the tablet for the class might be to create, or it might be to consume, or it might involve curation or gathering of sites around a particular topic, like government, with the opportunity to teach media literacy, or it could be used to connect to resources and to their peers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Build an appropriately sized app library for the tablets. Too many apps can be overwhelming and too few can be limiting. Employ the Goldilocks rule to find the just right menu of apps for the tablets. As the school year winds down, ask your students which apps they found most useful to help you figure out how to modify the menu for next year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Capture learning. Tablets present a wonderful opportunity for teachers to capture the magic moment that happens in a class discussion or activity. Have students be prepared to record their conversations or take photos of the learning process. Build a class library of positive learning moments that are happening with tablets so you can build on the positive behaviors, instead of harping on negative behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Accountability is key. Whatever the exercise, purpose or goal of the learning takingplace with tablets, be sure to expect a result at the end of the class and have students share their work with the learning community so that the classroom is a \"collaboratory.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be confident and remember that you are the adult in charge of the learning environment. There is no need to let the tablet abdicate your authority. If a student breaks trust or acts inappropriately, be fair and consistent with consequences, as you would be with other behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be patient and take small steps. It does not all have to happen at once.\u003c/li>\n\u003c/ul>\n\u003cp>Schools can continue to keep learning and growing and recognizing that tablets are a new learning tool. As with any new tool, there are growing pains and it's a natural and healthy process to go through for teachers and schools. At the end of the day, focusing on new habits with persistence will help to create a positive tablet learning environment for students and teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Here are some ideas on how to develop smart habits for class.","status":"publish","parent":0,"modified":1375719347,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":770},"headData":{"title":"From Toy to Tool: How to Develop Smart Tablet Habits in Class | KQED","description":"Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Here are some ideas on how to develop smart habits for class.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"From Toy to Tool: How to Develop Smart Tablet Habits in Class","datePublished":"2013-07-30T14:00:14.000Z","dateModified":"2013-08-05T16:15:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30268 http://blogs.kqed.org/mindshift/?p=30268","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/30/from-toy-to-tool-how-to-develop-smart-tablet-habits-in-class/","disqusTitle":"From Toy to Tool: How to Develop Smart Tablet Habits in Class","path":"/mindshift/30268/from-toy-to-tool-how-to-develop-smart-tablet-habits-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30284\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/5667865836/sizes/z/in/photolist-9CRi3L-9CNm8c-9CNmqZ-9CRg4s-9CRgBu-9BFeLg-9BJbcA-e4Joyy-bnqUmg-apn6U2-dDZ5pN-9bEXDr-9BFeYn-9BFfcc-9BFfNt-9BFg3a-8LdF39-9BFfWv-atpFrh-bTvLUx-9BFeSr-adkDgC-d9grqf-8rzQoF-8rzRMX-8rzSm6-8rzQJc-8rCVDQ-8rCVTm-8rzQvz-8rzSbk-8rzSw4-8rzRZP-8LdEZf-8LdF4y-8LaAmp-8LdF67-8LaAqe-8LaAtv-8LdF1w-8LdEUU-8rD2kh-8rzVjV-8rD2i9-8rD2sy-8rzUqp-8rD2fu-9R6gNL-9R6haU-9R3mw8-9R6fhN/\">\u003cimg class=\"size-full wp-image-30284\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/20100915-020.jpg\" alt=\"20100915 020\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/20100915-020-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://allthingsd.com/20130529/mary-meekers-internet-trends-report-is-back-at-d11-slides/?mod=atdtweet\">explosive growth of tablets\u003c/a> finds its way to schools, teachers and administrators need to continue the work of figuring out how to best incorporate tablets into the learning experience of students.\u003c/p>\n\u003cp>Managing tablets as learning tools in the classroom is not easy, especially when many kids use them largely as toys outside of school, if they have access to a tablet in their home environment. Kids often come to school and instinctively want to engage with a tablet as a toy, expecting to be free to play the games they want to play and explore the apps they are interested in.\u003c/p>\n\u003cp>To get kids to shift into tablet as learning tool, teachers are finding that instilling fair, reasonable and consistent classroom habits in tablet learning environments is key.\u003c/p>\n\u003cp>Here are a few strategies to employ to facilitate positive tablet learning habits:\u003c/p>\n\u003cul>\n\u003cli>Be clear with students at the outset of class whether tablets will be used that day. If tablets are not part of the learning plan for the day, just let students know that by saying, \"We are device-free today, so please find a resting place for your tablet.\" This approach quickly takes the pressure off of the teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>If you are going to use the tablets with students, be prepared to move and engage a lot. Tablet-learning requires a lot of energy on the part of the teacher and a high level of engagement and interaction with students. Plan on weaving in and out of students as they work on the tablets so you can ask questions, probe, query, challenge and inquire.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Carefully consider space. Keeping students close together in a circle or a series of circles with tablets flat and easily viewable helps to maintain focus. For younger students, having the tablet on the surface of the floor makes it easy for the teacher to see the screens. Dispersing students around the classroom or outside opens up a can of worms in terms of management, unless the goals and objectives are clear for students, with a well-defined time frame for completion of a learning task.\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\n\u003ch3>\u003cspan style=\"color: #00ccff\">Learning With Tablets\u003cbr>\n\u003c/span>\u003c/h3>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/14-smart-tips-for-using-ipads-in-class/\">\u003cspan style=\"color: #808080\">14 Smart Tips for Using iPads in Class\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">\u003cspan style=\"color: #808080\">The iPad As a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #808080\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cul>\n\u003cli>Talk about the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">uses for tablets\u003c/a>: creation, consumption, curation, and connection. Be clear with students about the purpose for the class. The use of the tablet for the class might be to create, or it might be to consume, or it might involve curation or gathering of sites around a particular topic, like government, with the opportunity to teach media literacy, or it could be used to connect to resources and to their peers.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Build an appropriately sized app library for the tablets. Too many apps can be overwhelming and too few can be limiting. Employ the Goldilocks rule to find the just right menu of apps for the tablets. As the school year winds down, ask your students which apps they found most useful to help you figure out how to modify the menu for next year.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Capture learning. Tablets present a wonderful opportunity for teachers to capture the magic moment that happens in a class discussion or activity. Have students be prepared to record their conversations or take photos of the learning process. Build a class library of positive learning moments that are happening with tablets so you can build on the positive behaviors, instead of harping on negative behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Accountability is key. Whatever the exercise, purpose or goal of the learning takingplace with tablets, be sure to expect a result at the end of the class and have students share their work with the learning community so that the classroom is a \"collaboratory.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be confident and remember that you are the adult in charge of the learning environment. There is no need to let the tablet abdicate your authority. If a student breaks trust or acts inappropriately, be fair and consistent with consequences, as you would be with other behaviors.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Be patient and take small steps. It does not all have to happen at once.\u003c/li>\n\u003c/ul>\n\u003cp>Schools can continue to keep learning and growing and recognizing that tablets are a new learning tool. As with any new tool, there are growing pains and it's a natural and healthy process to go through for teachers and schools. At the end of the day, focusing on new habits with persistence will help to create a positive tablet learning environment for students and teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30268/from-toy-to-tool-how-to-develop-smart-tablet-habits-in-class","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_81","mindshift_525"],"label":"mindshift"},"mindshift_29039":{"type":"posts","id":"mindshift_29039","meta":{"index":"posts_1591205157","site":"mindshift","id":"29039","score":null,"sort":[1370974429000]},"guestAuthors":[],"slug":"to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","title":"To Get the Most Out of Tablets, Use Smart Curation","publishDate":1370974429,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ","status":"publish","parent":0,"modified":1392250944,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1316},"headData":{"title":"To Get the Most Out of Tablets, Use Smart Curation | KQED","description":"How might efforts to curate benefit from the portability and ubiquity of mobile devices? Tools like Evernote and GoodReads allow for easy and valuable curation. But the harder questions are pedagogical and curricular. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"To Get the Most Out of Tablets, Use Smart Curation","datePublished":"2013-06-11T18:13:49.000Z","dateModified":"2014-02-13T00:22:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29039 http://blogs.kqed.org/mindshift/?p=29039","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/11/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/","disqusTitle":"To Get the Most Out of Tablets, Use Smart Curation","path":"/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29296\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/35468156631@N01/4488931127/in/photolist-7QEWQg-7Rdimh-dS5AtH-8Afdn8\">\u003cimg class=\"size-full wp-image-29296\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg\" alt=\"4488931127_ef5c3f5611_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/4488931127_ef5c3f5611_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and\u003c/strong> \u003cstrong>Beth Holland \u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday), because for technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as a \u003cem>substitution\u003c/em> for something that they have previously tried in the past. Teachers recognize the need to imagine a new future, to strive towards the creation of innovative, technology-rich learning environments that provide our students with the best possible experience (someday). In the meantime, they seek out new activities and strategies to try out on Monday. Both pathways are critical for teacher growth, and necessary to create meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">four-part series,\u003c/a> we are using the Someday/Monday template to explore four dimensions of using tablets, such as iPads, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003cem>Consumption\u003c/em>. More specifically, we addressed the impact of iPads on focused and connected reading\u003cem>.\u003c/em> This week, as we continue to explore the continuum, we will look at \u003cem>Curation\u003c/em>.\u003c/p>\n\u003ch3>Part II: \u003cstrong>Curation\u003c/strong>\u003c/h3>\n\u003cp>Curation, the collection of works for public exhibit, is an ancient inclination dating back at least to \u003ca href=\"http://en.wikipedia.org/wiki/Herodotus\">Herodotus\u003c/a>. His writing of \u003ca href=\"http://en.wikipedia.org/wiki/Histories_(Herodotus)\">The Histories\u003c/a> serves as one of the first curated collections of learning artifacts on record. Since then, whether it's manuscripts, texts, or books, teachers have curated learning objects as a way to share with their students. If we reflect on the evolution of pedagogy, the proverbial \u003cem>Sage-on-the-Stage \u003c/em>model takes its root in the fact that one person curated all of the information and then bore the responsibility to distribute it to his or her students.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As technologies have developed, the tools and objects of curation have become increasingly accessible. For decades, teachers have arranged collections on bookcases, but now we create playlists of songs, folders of bookmarks, albums of photos, wall posts of life events, and portfolios of academic work. With this abundance of platforms for curation, teachers no longer curate to distribute works, they curate to model curation.\u003c/p>\n\u003ch4>\u003cstrong>Someday\u003c/strong>\u003c/h4>\n\u003cp>We live in a time where we encounter unlimited intellectual stimulation, and this abundance creates its own challenges. The critical task is not finding information or stimuli, but organizing, cataloging, archiving, and developing habits and practices to exercise control over our surfeit of opportunity.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>In his recent book \u003ca href=\"http://www.amazon.com/Truth-Beauty-Goodness-Reframed-Truthiness/dp/0465031781\">\u003cem>Truth, Beauty and Goodness Reframed\u003c/em>\u003c/a>, Harvard Professor Howard Gardner argues for the importance of curation in learning to appreciate beauty. He states that the abundance of great art and literature, and our access to them, has destabilized the notion of a fixed set of canonical works.\u003c/p>\n\u003cp>“We’re no longer going to have a single canon where a central authority will be able to decide what’s great and what’s not....Everybody can make his or her judgments about beauty, and it doesn’t impinge on anybody else.” To develop our own canons, to learn to appreciate beauty, he recommends maintaining portfolios or journals of art, music, writings, and experiences in order to better appreciate the distinctions among them - to make sense of which pieces are most beautiful.\u003c/p>\n\u003cp>What would a math class look like where students learn to compute, prove, derive, and intuit, as well as to discern and appreciate mathematical beauty? What about a history class where students maintained a portfolio of beautiful artifacts and ideas from multiple periods?\u003c/p>\n\u003cp>How might efforts to curate benefit from the portability and ubiquity of mobile devices? What would a “relevance portfolio” look like, where students catalog their daily encounters with ideas or experiences? What other kinds of portfolios could students create over the course of their academic career?\u003c/p>\n\u003cp>In a world of informational abundance, we no longer face Herodotus’ challenge of finding scarce information. In a world of portable supercomputers and ubiquitous access, the task of the teacher is no longer to collect and distribute, but to empower students to curate their own collections of intellectual resources.\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>When first stepping into an iPad or tablet classroom, organizing physical and digital content emerges as an immediate challenge. Teachers have printed materials and trusted textbooks in conjunction with digital resources. In elementary classrooms, teachers also balance the need for paper, crayons, and blocks with effective uses of mobile devices.\u003c/p>\n\u003cp>\u003ca href=\"http://evernote.com\">Evernote\u003c/a> is one of the best apps to start to bridge this gap between the digital and physical. With a free account, teachers instantly have access to all of their materials from anything with a web browser. Using a familiar metaphor - notes and notebooks - as an organizational structure, teachers can curate lesson plans, student work, curriculum resources, etc. into the app. Scans of printed materials, or pictures of student work, capture the physical world. Audio notes allow teachers and students to verbally reflect on the content. Content curated from around the web can be \u003ca href=\"http://evernote.com/webclipper/\">clipped\u003c/a> to notebooks for later use.\u003c/p>\n\u003cp>Students can also have Evernote accounts for curating their own learning artifacts. At \u003ca href=\"http://www.trinityatl.org/\">Trinity School Atlanta\u003c/a>, students in grades 2-6 use Evernote for note taking, curation, and reflection.\u003c/p>\n\u003cp>“We started with a big idea and have been continuously refining it to build not just a space, but an experience that helps students learn more about themselves over time, while informing teachers and parents in meaningful and authentic ways,” writes \u003ca href=\"http://rgmteach.edublogs.org/2013/03/21/my-learning-update-and-spiraling-up-to-pedagogy/\">Rhonda Mitchell\u003c/a> who leads that portfolio initiative. Within this context, students and teachers are curating not only artifacts but also their experiences.\u003c/p>\n\u003cp>While Evernote is a good tool for personal connections, other apps and web tools allow teachers and students to create public facing collections. Students can collect, organize and annotate web sites on \u003ca href=\"https://www.diigo.com\">Diigo\u003c/a>, books on \u003ca href=\"http://www.goodreads.com\">GoodReads\u003c/a>, photos of \u003ca href=\"http://www.flickr.com\">Flickr\u003c/a>, scholarly references on \u003ca href=\"http://www.zotero.com\">Zotero\u003c/a>, music on \u003ca href=\"http://www.soundcloud.com\">SoundCloud\u003c/a>, and anything and everything on a \u003ca href=\"http://www.tumblr.com\">Tumblr\u003c/a> or \u003ca href=\"http://wordpress.org\">WordPress\u003c/a> blog. Tools such as\u003ca href=\"https://itunes.apple.com/app/touchappcreator-create-touch/id447590667?mt=8\"> Touch App Creator\u003c/a> or \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> allow teachers and students to collect and reflect on learning artifacts from different media and to publish these collections to broad audiences. \u003ca href=\"http://tactilize.com/\">Tactilize\u003c/a> simplifies publishing magazine like content. \u003ca href=\"http://www.gettouchappcreator.blogspot.com/\">Touch App Creator \u003c/a>allows users to organize eBooks, text, images, and web-based content together into web apps hosted on Google Drive. Without needing web hosting or even knowledge of programming, teachers can combine a set of learning objects for their students or students can create apps with collections organized for public presentation and distribution.\u003c/p>\n\u003cp>With these different apps and web services for the collection and display of curated content, the technology for curation is Monday-ready. The harder questions are pedagogical and curricular. What should students curate? In the spirit of Gardner’s beauty journals, we should aim not just to help students get organized, but to closely and intentionally examine what they read, watch, see, hear, and collect.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29039/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation","authors":["4354"],"categories":["mindshift_195","mindshift_20634"],"tags":["mindshift_834","mindshift_1040","mindshift_81","mindshift_525"],"featImg":"mindshift_29296","label":"mindshift"},"mindshift_28640":{"type":"posts","id":"mindshift_28640","meta":{"index":"posts_1591205157","site":"mindshift","id":"28640","score":null,"sort":[1368021626000]},"guestAuthors":[],"slug":"the-future-of-tablets-in-education-potential-vs-reality","title":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","publishDate":1368021626,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392250402,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1457},"headData":{"title":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media | KQED","description":"By Justin Reich and Beth Holland The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","datePublished":"2013-05-08T14:00:26.000Z","dateModified":"2014-02-13T00:13:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28640 http://blogs.kqed.org/mindshift/?p=28640","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/08/the-future-of-tablets-in-education-potential-vs-reality/","disqusTitle":"The Future of Tablets in Education: Potential Vs. Reality of Consuming Media","path":"/mindshift/28640/the-future-of-tablets-in-education-potential-vs-reality","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28661\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660027849/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-28661\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/6660027849_17523f1d90_z-620x465.jpg\" alt=\"6660027849_17523f1d90_z\" width=\"620\" height=\"465\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Justin Reich and Beth Holland\u003c/h5>\n\u003cp class=\"dropcap-serif\">The Someday/Monday dichotomy captures one of the core challenges in teacher professional development around education technology. On the one hand, deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (someday). For technology to make a real difference in student learning, it can’t just be an add-on. On the other hand, teachers need to start somewhere (Monday), and one of the easiest ways for teachers to get experience with emerging tools is to play and experiment in lightweight ways: to use technology as an add-on. Teachers need to imagine a new future—to build towards Someday—and teachers also need new activities and strategies to try out on Monday. Both pathways are important to teacher growth and meaningful, sustained changes in teaching and learning.\u003c/p>\n\u003cp>In this four-part series, we’ll use the Someday/Monday template to explore four dimensions of using tablets, such as the iPad, in educational settings, examining how teachers can take students on a journey from consumption of media to curation, creation, and connection. Here, we'll start with consumption.\u003c/p>\n\u003ch3>\u003cstrong>Part I: Consumption\u003c/strong>\u003c/h3>\n\u003cp>In the \u003ca href=\"http://commons.wikimedia.org/wiki/File:Steve_Jobs_at_Apple_iPad_Event.jpg\">apocryphal photo of the iPad\u003c/a>, the tablet rests in the lap of Steve Jobs, sitting on the stage at the iPad release demonstration, reclined in a leather chair. This was a device made for reading and watching, for sitting back, for passively consuming media. One of the signature challenges of the surge of interest in iPads is helping educators imagine the device as more than a library of books \u003c!--more-->or a rolodex of apps, but as a flexible, mobile device for creating multimedia performances of understanding. Educators using iPads should start by thinking about how the device can foster critical reading of text, images, audio, and film, but consumption should be the point of departure on a journey towards more active student engagement.\u003c/p>\n\u003cp>To oversimplify, there are two kinds of reading that students are asked to do in school settings: focused and connected. In the focused reading mode, we hope young people will engage deeply with a text. As Mark Ott, the chair of the English Department at Deerfield Academy recently told me, “Students used to sit at a desk with nothing but a copy of Thoreau’s Walden and experience sustained engagement with Thoreau’s ideas. We want to preserve that experience in a world where devices are constantly competing for their attention.” Whether the copy of Walden is the \u003ca href=\"http://www.amazon.com/Walden-Henry-David-T-Thoreau/dp/1484024192/ref=sr_1_1?ie=UTF8&qid=1367591600&sr=8-1&keywords=walden\">$4.99 paperback\u003c/a> or the \u003ca href=\"https://itunes.apple.com/us/book/walden/id498685302?mt=11\">free digital copy from the iBooks library\u003c/a>, educators still believe in the importance of focused reading.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/strong>\u003c/aside>\n\u003cp>In the connected reading mode, we ask students to treat texts as nodes in a network of information. We ask them to quickly synthesize multiple readings and websites in research projects. To follow contemporary media narratives, like the recent violence in Boston, they trace stories across Twitter hashtags, livestreams of police scanners, blog posts, and newspaper articles. We ask them to read in communal settings, leveraging social technologies to allow users to share notes, highlighted passages, questions, and ideas. In an extreme form of this connected reading, Diana Kimball, a Fellow at the Berkman Center for Internet & Society at Harvard University, has formed a “\u003ca href=\"http://www.24hourbookclub.com/\">24-hour book club\u003c/a>” where groups sign up to read the same book in a 24-hour period, using \u003ca href=\"https://twitter.com/24hourbookclub\">Twitter\u003c/a> to share reactions, favorite passages, questions, hunches, and insights.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Focused and connected modes of reading are both vital, but they require different habits, disciplines, and settings, and they serve different ends.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Someday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>Most emerging technologies for the iPad support connected reading experiences rather than focused reading experiences. \u003ca href=\"http://www.subtext.com/\">SubText\u003c/a> allows teachers to place students in to reading groups, where they can share notes, highlight passages, ask questions, engage in discussions, and respond to teacher prompts. Reading becomes a shared, communal act, not just in classroom discussion but during the experience of reading. For collaborative research, \u003ca href=\"http://zotero.org\">Zotero’s web interface\u003c/a> works great on tablets, and the tool helps groups and individual students organize diverse sources for research projects and manage bibliographic information.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>A great summer project for literature or history teachers would be to explore some of these new tools and imagine how differentiated reading experiences in classes could be more social, how literature circles or book groups could collaborate in reading at home and then discuss their insights together in class.\u003c/p>\n\u003cp>Tablets already have tools to help reimagine connected reading, but features or apps that scaffold focused reading experiences seem further off. E-reading apps may eventually collect data about students as readers, providing some insights around pace, focus, and attention. For instance, eye-tracking and usage-tracking tools could provide measures of student reading engagement, allowing teachers to help students set goals around sustained reading. For Monday, however, it will be practices rather than apps that help students develop the capacity to read deeply.\u003c/p>\n\u003ch3>\u003cstrong>\u003cem>Monday\u003c/em>\u003c/strong>\u003c/h3>\n\u003cp>To help students learn sustained concentration—there isn’t an app for that, yet. In the meanwhile, students need to learn both habits of mind for disciplined reading and how to control their technology environment to minimize distraction.\u003c/p>\n\u003cp>Howard Rheingold in his fine book \u003ca href=\"http://rheingold.com/netsmart/\">NetSmart\u003c/a>, praises the art of Attention, the habit of keeping at the front of one’s mind the purpose of using an online environment. If the purpose is focused reading, then students need to learn to recognize every move away from the text and into another online space as a distraction from sustained engagement. If the purpose is connected reading, students need to recognize how to strike the right balance between exploring a networked of hyperlinked texts while not wandering away from the core purpose of one’s reading. The first step in helping students developing these skills is naming “attention” as a skill: having students reflect metacognitively on their attention strategies and weaknesses and think about how best to exercise their own attention muscles.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">\u003cstrong>Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read.\u003c/strong> \u003c/aside>\n\u003cp>Students can also learn to create a digital environment conducive to concentration. For iPads, iOS 6 has a Guided Access feature designed to help people get stuck inside a particular app. Somewhat hidden under the “Accessibility” menu in the General Settings, Guided Access allows users to “lock in” to a particular app, disable all notifications, and require a password to log out. It cannot disable distraction, but it can set it a few more clicks away. (If you have a toddler, this is also a helpful way of keeping them from accidentally logging out with the Home button or swiping to a new app). Actually shutting down all apps before reading can be a kind of ritual of concentration, like clearing way books and papers from a desk before sitting down to read. It is also more slightly more difficult to jump into a game that needs to load or a web browser preloaded with interesting pages. Such are the 21\u003csup>st\u003c/sup> century methods of creating a clear desk for reading.\u003c/p>\n\u003cp>One of the central arguments of Rheingold’s book is that while digital tools can shape our cognitive experiences in undesirable ways, many of the drawbacks of technology are not inevitable. We simply need to develop new habits to make the most of our new tools. If our tools can distract us, then we need to learn more about focusing attention and managing distraction. Used wisely, we can choose to read Walden alone, in quite repose, or we can read Walden in community with peers and mentors, allowing students divided by home geography to read together as the Transcendentalists might have done in Emerson’s manse. Without these deliberate efforts to rethink reading we may find, as Thoreau said of the emerging technology of his own time, “we do not ride on the railroad; it rides upon us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>B. Justin Reich is a Fellow at Harvard's \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>, as well as Director of Online Community, Practice, and Research at Facing History and co-Director of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28640/the-future-of-tablets-in-education-potential-vs-reality","authors":["4354"],"categories":["mindshift_195","mindshift_20634","mindshift_193"],"tags":["mindshift_81","mindshift_187","mindshift_525"],"featImg":"mindshift_28643","label":"mindshift"},"mindshift_21205":{"type":"posts","id":"mindshift_21205","meta":{"index":"posts_1591205157","site":"mindshift","id":"21205","score":null,"sort":[1336499389000]},"guestAuthors":[],"slug":"which-device-will-win-the-tablet-battle","title":"Which Device Will Win the Tablet Battle?","publishDate":1336499389,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1336514998,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":847},"headData":{"title":"Which Device Will Win the Tablet Battle? | KQED","description":"By Frank Catalano The future of tablets in our schools may not be coming from Cupertino. Or even the U.S. Despite the craze around Apple’s iPad, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Which Device Will Win the Tablet Battle?","datePublished":"2012-05-08T17:49:49.000Z","dateModified":"2012-05-08T22:09:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21205 http://blogs.kqed.org/mindshift/?p=21205","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/08/which-device-will-win-the-tablet-battle/","disqusTitle":"Which Device Will Win the Tablet Battle?","path":"/mindshift/21205/which-device-will-win-the-tablet-battle","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_21213\" class=\"wp-caption left\" style=\"max-width: 285px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\">\u003cimg class=\"size-full wp-image-21213\" title=\"800px-XO-3_Photo10\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/800px-XO-3_Photo10-e1336498552273.jpg\" alt=\"\" width=\"285\" height=\"181\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\">\u003cimg class=\"alignright size-full wp-image-21220\" title=\"Aakash35\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/Aakash35-e1336498577277.jpg\" alt=\"\" width=\"290\" height=\"178\">\u003c/a>\u003c/p>\n\u003ch5>By Frank Catalano\u003c/h5>\n\u003cp class=\"dropcap-serif\">The future of tablets in our schools may not be coming from Cupertino. Or even the U.S.\u003c/p>\n\u003cp>Despite the craze around\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\"> Apple’s iPad\u003c/a>, it's only been two years since the device was introduced, and that may not be enough time to separate fad from trend over the long term in education. And while the iPad’s presence – and promotion by the Apple faithful since its launch in 2010 – is hard to ignore, a winning tablet trend hasn’t been clearly established on a global basis.\u003c/p>\n\u003cp>It’s certainly true that tablets are on the upswing in K-12 schools and higher education. There’s no shortage of U.S. numbers to cite. Going beyond statistics of tablet penetration (in one case, most recently, 25% of college students and 17% of college seniors), it’s in the composition of purchases where the data can get interesting. For example, a \u003ca href=\"http://www.pearsonfoundation.org/pr/20120314-new-survey-finds-dramatic-increase-in-tablet-ownership-among-college-students-and-high-school-seniors.html\">Harris Interactive/Pearson Foundation survey \u003c/a>released in March gave iPads the largest share among college students (at 63%), followed by the Kindle Fire (26%) and the Samsung Galaxy Tab (15%).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>As U.S. education appears to be moving toward tablets in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003c/aside>\n\u003cp>Another way to read those figures: It’s roughly a 60/40 split between Apple’s iOS operating system and all flavors of Android devices (“flavors” might be the right word, as Android has named its more recent OS versions Ice Cream Sandwich and Gingerbread). These \u003ca href=\"http://www.geekwire.com/2012/kindle-fire-captures-majority-android-tablet-market/\">relative rankings\u003c/a> among popular Android tablets in education mirror the broader U.S. consumer market.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the scope of some big decisions made by international government agencies – and the price of non-U.S. devices – could upset the apple cart.\u003c/p>\n\u003cp>Consider India. Last fall saw the launch of the highly touted US$50 Aakash Android tablet for education (subsidized to US$35). That initiative \u003ca href=\"http://timesofindia.indiatimes.com/tech/news/hardware/Whats-troubling-Indian-govts-35-tablet/articleshow/11990312.cms\">subsequently stumbled\u003c/a> following reports the first models built by the UK firm \u003ca href=\"http://aakashtablet.com/\">DataWind\u003c/a> were sluggish and fragile. The government has since decided to \u003ca href=\"http://www.firstpost.com/tech/aakash-controversy-datawind-blames-iit-rajasthan-for-failure-267080.html\">press ahead \u003c/a>with a new version with improved specifications.\u003c/p>\n\u003cp>Yet the overwhelming interest in what was supposed to be a first run of 100,000 tablets has spurred the growth of a handful of new education-focused competitors. They’ve developed tablets that are more expensive, but apparently more capable: the US$100 \u003ca href=\"http://www.telecomtiger.com/Corporate_fullstory.aspx?passfrom=breakingnews&storyid=13565§ion=S162\">ATab\u003c/a>, US$150 \u003ca href=\"http://businesstoday.intoday.in/story/micromax-funbook-india-price-features-hcl-metab-u1/1/23825.html\">HCL MeTab,\u003c/a> \u003c!--more-->and, perhaps most interesting, the US$125 \u003ca href=\"http://m.ibnlive.com/news/micromax-launches-rs-65k-funbook-android-tablet/245430-11.html\">Funbook\u003c/a> – interesting in that manufacturer Micromax’s education content partner for the Funbook is the international educational publishing giant Pearson. All of these relatively inexpensive devices run on Android.\u003c/p>\n\u003cp>Another international initiative of note: One Laptop Per Child’s XO-3, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/a-100-solar-powered-tablet-will-this-be-the-one/\">a projected $100 tablet\u003c/a>, due this year, with prototypes shown at January’s Consumer Electronics Show. Designed for students in developing countries, it has OLPC’s now-signature hand crank (for when regular power isn’t available) and it, too, runs on Android (or OLPC’s own Sugar OS).\u003c/p>\n\u003cp>\u003cstrong>INTERNATIONAL GROWTH\u003c/strong>\u003c/p>\n\u003cp>No matter how cheap, having hardware isn’t enough if there isn’t a market. Yet as rapidly as U.S. education appears to be moving toward tablets in a decentralized manner, in pockets here and there, other countries’ education officials are embracing them in bulk.\u003c/p>\n\u003cp>Thailand’s Ministry of Education has announced \u003ca href=\"http://www.nationmultimedia.com/national/Tablets-are-Coming-Tablets-are-Coming-30175708.html\">plans to provide tablets\u003c/a> for all of its first-grade students – 900,000 of them. As part of its Digital Education Revolution program, Australia has provided every 9th-through-12th grade student with either a laptop or a tablet this year – and due to purchases of lower-cost tablets, the number of devices actually \u003ca href=\"http://www.theaustralian.com.au/national-affairs/education/school-computers-soon-to-outnumber-students/story-fn59nlz9-1226272169466\">outnumber students\u003c/a>.\u003c/p>\n\u003cp>And though \u003ca href=\"http://www.washingtonpost.com/world/asia_pacific/in-south-korean-classrooms-digital-textbook-revolution-meets-some-resistance/2012/03/21/gIQAxiNGYS_story.html\">doubts have been expressed \u003c/a>about providing tablets for the youngest grades, South Korea is still moving ahead with plans to replace K-12 textbooks with tablets starting in 2014.\u003c/p>\n\u003cp>Regardless of where in the world they're deployed, tablets present key issues that must be dealt with: Settling on appropriate educational content for a full curriculum, whether to attach a keyboard, and the ideal tablet screen size. While many inexpensive tablets are 7 inches, more expensive models such as the iPad are 10 inches – and that’s the minimum size required, for example, for using tablets for the forthcoming \u003ca href=\"http://www.parcconline.org/technology\">Common Core assessments\u003c/a>. Plus, of course, there are the traditional concerns that apply to any technology in education, such as teacher training, using the tech effectively for learning, and cost.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Considering the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/when-technologies-collide-consumer-k-12-and-higher-ed/\">speed of tech adoption and growth\u003c/a> in the past few years, it's clear that tablets will pervade the education landscape. But it's too early to foretell which devices, or even operating systems, will last or turn out to be fads.\u003c/p>\n\u003ch5>\u003cem> Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets\u003ca href=\"http://twitter.com/frankcatalano\"> @FrankCatalano\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">Intrinsic Strategy\u003c/a>, and writes the regular \u003ca href=\"http://practicalnerd.com/\">Practical Nerd\u003c/a> column for GeekWire.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21205/which-device-will-win-the-tablet-battle","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_23","mindshift_33","mindshift_198","mindshift_81","mindshift_525"],"featImg":"mindshift_21213","label":"mindshift"},"mindshift_12131":{"type":"posts","id":"mindshift_12131","meta":{"index":"posts_1591205157","site":"mindshift","id":"12131","score":null,"sort":[1306950722000]},"guestAuthors":[],"slug":"are-tablets-made-for-the-education-market-doomed","title":"Are Tablets Made for the Education Market Doomed?","publishDate":1306950722,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12132\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12132\" href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/entourage-edge/\">\u003cimg class=\"size-medium wp-image-12132\" title=\"entourage-edge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/entourage-edge-300x255.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A couple of weeks ago, tablet maker \u003ca href=\"http://www.entourageedge.com/\">enTourage\u003c/a> announced that it was ceasing production of its pocket e-reader \u003ca href=\"http://www.entourageedge.com/\">eDGe\u003c/a> and was shutting its online e-bookstore. Although a consumer electronics device, the enTourage eDGe was aimed squarely at the educational market, inking a number of deals with major textbook providers and joining the Blackboard Alliance Program, hoping to get a leg up into the sector.\u003c/p>\n\u003cp>But to no avail apparently, as the closure of the e-bookstore and the termination of the eDGe's manufacturing and sales suggest.\u003c/p>\n\u003cp>Some consumers had complained that the books available in the Entourage Student store were priced too high -- higher than the prices of e-textbooks available on sites like Amazon and Barnes & Noble. And while enTourage also had its own Android App store, it too suffered from a lack of sales and downloads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why make a distinction between a consumer product and one that's aimed solely at the education market?\u003c/aside>\n\u003cp>Pointing to the recent demise of another dual-screen e-reader, the \u003ca href=\"http://www.kno.com\">Kno\u003c/a>, which \u003ca href=\"http://allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">announced\u003c/a> in April that it too was ceasing production, Michael Koz from \u003ca href=\"http://goodereader.com/blog/electronic-readers/are-dual-screen-tablets-cursed-a-case-study-of-entourage-and-kno/\">Good E-Reader\u003c/a> wonders if dual-screen tablets are doomed. Despite their innovative two-screen design, both machines were largely panned by the press for being clunky, too heavy, and too expensive -- particularly in comparison with other e-readers and tablets on the market. And consumers seem to have agreed.\u003c!--more-->\u003c/p>\n\u003cp>But was it just a matter of the dual-screen design that was the problem here? Or was it that these two devices were aimed at the education market?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last week's \u003ca href=\"http://chronicle.com/blogs/wiredcampus/education-deptartment-clarifies-e-reader-accessibility-rules/31507\">Department of Education\u003c/a> notice to campuses to ensure that new devices are available to all students serves as a reminder that there are still significant obstacles to the accessibility of many e-readers and tablets for disabled students, making it challenging for schools themselves to adopt these devices broadly.\u003c/p>\n\u003cp>Furthermore, ownership of tablets and e-readers remains low among high school seniors and college students -- the primary target of the enTourage eDGe and Kno devices. According to a recent survey by the \u003ca href=\"http://pearsonfoundation.org/pr/new-survey-students-who-own-tablets-more-likely-to-favor-digital-textbooks.html\">Pearson Foundation\u003c/a>, just 4% of college-bound high school seniors and only 7% of college students own tablets, although nearly 20% say they plan to buy one within the next 6 months. Cost is a likely the determining factor here.\u003c/p>\n\u003cp>But do these prospective tablet buyers want an education-oriented tablet? Or will they opt to buy a consumer-oriented tablet -- an iPad or an Android tablet -- and then load it with educational apps and electronic textbooks? Why make a distinction between a consumer product and one that's aimed solely at the education market, especially if the goal is to integrate the best of user-friendly, popular devices that students already want and like to use into the learning process?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The latter seems much more likely, and while analysts are predicting 2011 to be the year of the tablet, the demise of both the Kno and the enTourage eDGe doesn't make that post-PC future look terribly good for education-only devices, particularly heavy dual-screen ones.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1306966056,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":521},"headData":{"title":"Are Tablets Made for the Education Market Doomed? | KQED","description":"A couple of weeks ago, tablet maker enTourage announced that it was ceasing production of its pocket e-reader eDGe and was shutting its online e-bookstore. Although a consumer electronics device, the enTourage eDGe was aimed squarely at the educational market, inking a number of deals with major textbook providers and joining the Blackboard Alliance Program,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Tablets Made for the Education Market Doomed?","datePublished":"2011-06-01T17:52:02.000Z","dateModified":"2011-06-01T22:07:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12131 http://blogs.kqed.org/mindshift/?p=12131","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/01/are-tablets-made-for-the-education-market-doomed/","disqusTitle":"Are Tablets Made for the Education Market Doomed?","path":"/mindshift/12131/are-tablets-made-for-the-education-market-doomed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12132\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-12132\" href=\"http://ww2.kqed.org/mindshift/2011/06/are-tablets-made-for-the-education-market-doomed/entourage-edge/\">\u003cimg class=\"size-medium wp-image-12132\" title=\"entourage-edge\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/entourage-edge-300x255.jpg\" alt=\"\" width=\"300\" height=\"255\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A couple of weeks ago, tablet maker \u003ca href=\"http://www.entourageedge.com/\">enTourage\u003c/a> announced that it was ceasing production of its pocket e-reader \u003ca href=\"http://www.entourageedge.com/\">eDGe\u003c/a> and was shutting its online e-bookstore. Although a consumer electronics device, the enTourage eDGe was aimed squarely at the educational market, inking a number of deals with major textbook providers and joining the Blackboard Alliance Program, hoping to get a leg up into the sector.\u003c/p>\n\u003cp>But to no avail apparently, as the closure of the e-bookstore and the termination of the eDGe's manufacturing and sales suggest.\u003c/p>\n\u003cp>Some consumers had complained that the books available in the Entourage Student store were priced too high -- higher than the prices of e-textbooks available on sites like Amazon and Barnes & Noble. And while enTourage also had its own Android App store, it too suffered from a lack of sales and downloads.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why make a distinction between a consumer product and one that's aimed solely at the education market?\u003c/aside>\n\u003cp>Pointing to the recent demise of another dual-screen e-reader, the \u003ca href=\"http://www.kno.com\">Kno\u003c/a>, which \u003ca href=\"http://allthingsd.com/20110407/intel-capital-conde-nast-ownerinvest-30-million-in-student-tablet-start-up-kno-intel-takes-over-hardware-biz/\">announced\u003c/a> in April that it too was ceasing production, Michael Koz from \u003ca href=\"http://goodereader.com/blog/electronic-readers/are-dual-screen-tablets-cursed-a-case-study-of-entourage-and-kno/\">Good E-Reader\u003c/a> wonders if dual-screen tablets are doomed. Despite their innovative two-screen design, both machines were largely panned by the press for being clunky, too heavy, and too expensive -- particularly in comparison with other e-readers and tablets on the market. And consumers seem to have agreed.\u003c!--more-->\u003c/p>\n\u003cp>But was it just a matter of the dual-screen design that was the problem here? Or was it that these two devices were aimed at the education market?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last week's \u003ca href=\"http://chronicle.com/blogs/wiredcampus/education-deptartment-clarifies-e-reader-accessibility-rules/31507\">Department of Education\u003c/a> notice to campuses to ensure that new devices are available to all students serves as a reminder that there are still significant obstacles to the accessibility of many e-readers and tablets for disabled students, making it challenging for schools themselves to adopt these devices broadly.\u003c/p>\n\u003cp>Furthermore, ownership of tablets and e-readers remains low among high school seniors and college students -- the primary target of the enTourage eDGe and Kno devices. According to a recent survey by the \u003ca href=\"http://pearsonfoundation.org/pr/new-survey-students-who-own-tablets-more-likely-to-favor-digital-textbooks.html\">Pearson Foundation\u003c/a>, just 4% of college-bound high school seniors and only 7% of college students own tablets, although nearly 20% say they plan to buy one within the next 6 months. Cost is a likely the determining factor here.\u003c/p>\n\u003cp>But do these prospective tablet buyers want an education-oriented tablet? Or will they opt to buy a consumer-oriented tablet -- an iPad or an Android tablet -- and then load it with educational apps and electronic textbooks? Why make a distinction between a consumer product and one that's aimed solely at the education market, especially if the goal is to integrate the best of user-friendly, popular devices that students already want and like to use into the learning process?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The latter seems much more likely, and while analysts are predicting 2011 to be the year of the tablet, the demise of both the Kno and the enTourage eDGe doesn't make that post-PC future look terribly good for education-only devices, particularly heavy dual-screen ones.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12131/are-tablets-made-for-the-education-market-doomed","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_198","mindshift_527","mindshift_81","mindshift_526","mindshift_525"],"featImg":"mindshift_12132","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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