In our Week 4 lesson, we learnt the use of iPads in the classroom can develop children’s learning in new and exciting ways. We looked at Padlet, an app that involves everyone in the classroom and encourages them to post their questions or answers to the lesson on one screen for the teacher to assess.
We then looked at Pinterest and learnt how we can organize and collect ideas for lessons in the classroom by pinning other posts related to Education on our boards.
Next, we experimented with ‘iMovie’, where we went outside and took pictures around the university to feature in a trailer created on the app.
My group focused on the theme of ‘textures’:
I found this task really fun and would definitely try it in my own class. During my pre-course experience in schools, I witnessed a P7 (Year 6) class use iMovie to advertise their own theme park and they absolutely loved using the app and experimenting with different animations and transitions.
I researched into the use of iPads in the classroom and came across Amy Heimerl’s story: http://www.apple.com/uk/education/real-stories/amy-heimerl/#video-amy-heimerl
She explains how her kindergarten children benefit from the use of iPads and why she uses them in her classroom. According to her, every child has different learning needs and it is difficult to come up with one lesson that is suitable to all of her pupils. Therefore, one iPad to each child with apps that are appropriate to their individual needs makes a big difference in the student’s learning. She believes the use of iPads have made her a better and more deliberate teacher and that by using these resources in her classroom, her children have a wider range of opportunities presented to them.
Looking at “What happens behind the screen?” by Garry Fallon, I have come to understand that iPads can improve the delivery of course content and that they provide a whole new range of resources. They play a vital part in learning, evidenced in the research done in over 100 schools in New Zealand, who now use the devices in almost every curriculum task. When combined with cloud-based apps such as ‘Google Drive’, they found that the students worked more collaboratively. Several trials have been taken to see how useful the iPads are when dealing with specific purposes, such as specialist learning needs, and have found the performance of apps to be outstanding.