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 * iPads in the Classroom **

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Introduction
Since 2010 millions of iPads have been sold with increasing sales over the last three years as Apple has made ever-increasing upgrades to a high quality product (Nations, n.d.). With its innovative and convenient hardware and software, the iPad offers many flexible capabilities for consumers. As a result, the iPad boasts highly positive responses from many different groups of consumers. iPads have become widely used in many different areas, such as home, business, healthcare, and education ("iPad - Wikipedia, the free encyclopedia," n.d.).

Former educator and an editor for Edudemic, Katie Lepi, writes, "iPads are making waves in education all over the nation, even in college classrooms, where they’re replacing laptops, textbooks, and notebooks. . . . This year, the iPad is still going strong and schools are continuing to innovate new ways to use the tablets in class . . . (Lepi, 2012). In the infographic to the right developed by creative media agency MDG Advertising, the presence of iPads in education can be observed. Last year 1.5 million iPads were being used in schools, and 6% of textbooks were digital and being used on iPads in schools.

Below is a map created and previously maintained by Eric Lai, a writer for the online technology publication called ZDNet, and now maintained by ZDNet's Diarmuid Mallon. This interactive map shows school iPad and tablet deployments, last updated in February 2013. media type="custom" key="24075396" Elementary schools are part of the iPad deployment and, according to Jeff Dunn, professional writer for Edudemic, educators are working hard to find ways to used them effectively in the classroom.

Definition of iPads
An iPad is a tablet computer that was invented by Apple. It is a small handheld device that works much like a laptop, but does not have an external keyboard. Instead, it has a virtual keyboard, due to the iPad's multi-touch screen capabilities. The iPad can be used to surf the web, send emails, play games, capture photos and videos, play music, translate, and so much more. Social networking, references, e-books, and authoring are among other things in which iPads are useful. All iPads have Wi-Fi capabilities, which means that the iPad has the capability to access the internet wherever it goes.

The iPad is run on an operating system invented by Apple called iOS, which allows one to download apps for the iPad. Apps are known as third party apps, which is just a simple way of saying a company, different from Apple, created the app. There is an app for everything from tracking stock to learning games for children!

Due to the size of the iPad, it is a great e-reader. One can download electronic versions of books onto their iPads through iBookstore and other apps. The iPad screen uses color, so not only is it great for adult books but it is also for colorful children’s books. Many children's books are now interactive, too. Textbooks are also becoming available more and more as e-books, which is advantageous for both schools and students. Newer versions of the iPad also have front and rear facing camera abilities, which means that iPad users can take pictures, videos, and even FaceTime from their iPads. FaceTime is an app in which one can video chat with another person who had another Apple product.

The iPad is a great tool to use for work, school, business, and also for leisure and fun.

History of iPads
The first iPad was released on April 3, 2010. Apple released the first iPad as a way to test the market to see if people were interested in tablet devices. Apple originally thought of the idea of a tablet as far back as 1979, when the Apple Graphics Tablet was released. The Apple Graphics tablet was an addition for the Apple II. Since the release of the iPad, Apple has made many updates to the product. For instance, the iPad 2 was released on March 11, 2011. The 3rd generation iPad was released on March 16, 2012. In the last quarter of 2012, Apple released both the iPad 4 and the iPad Mini, and the next iPad will be released in October 2013. Each new version offered improvements and upgrades. Apple has continued to upgrade the operating system as well (Nations, n.d.). iPad apps software improves, expands, and upgrades almost daily.

Quillen (2011) pointed out that despite the fact that the iPad is still continuously and frequently being revised, K-12 educators have been rapidly and surprisingly adopting iPads into their schools. Quillen also noted that primary and secondary educators have good reasons for their interest, "With a battery life of eight to 10 hours and a weight of just over a pound, the iPad offers more portability and less startup time during the full school day than laptops or netbooks, while its screen size facilitates more flexibility using the Web and easier input than smartphones.” Per Quillen's report, every specification that educational professionals have deemed important was overcome by the iPad. Quillen also highlights a number of different schools that have employed iPads, which all gave praise to the usefulness and variety of applications for many different teaching and learning experiences. The educators Quillen interviewed did question if the iPads should be the thing their schools spend money on or if iPads are just a nifty way to engage and motivate students. Many education professionals recall the goal of implementing any technology into classrooms, which is to facilitate and encourage meaningful, productive, and enduring student learning. If iPads are carefully planned into instruction, then the goal of their implementation will be better met.

Furthermore, there is great correlation between engaged, motivated students and higher achievement. Ed-tech experts and teachers have recognized the potential of iPads since the beginning, which is why they have been striving to put an iPad into every student's hands since they were first announced by Apple. "But such rapid adoption of a device with such a short history means that figuring out the best educational use can involve a lot of trial and error" (Quillen, 2011).

Issues with iPads in Education
Several problems have been realized since iPads have become integrated into the classroom, and the following two problems have seemed to announce their prevalence quite heavily, with recognition to its cost:
 * If not used properly, iPads can be a distraction in the classroom
 * Teachers sometimes take away the iPads as punishment

Attard and Northcote (2011) argue that “there is a danger of the technology driving the pedagogy, rather than pedagogy driving the technology” (p. 29) and “some teachers who regularly incorporate computers into their lessons tend to use them in a way that resonates with a didactical, teacher-centered approach” (p. 30). When teachers do not carefully plan and implement the use of iPads into instruction, the technology is simply present in the lesson as a neat thing to do without any real productive learning result. There are a couple of other issues concerning iPads in education that can be demonstrated by a recent article in the Wisconsin State Journal that discusses the expansion and use of iPads at Sandburg school in Madison, Wisconsin and shows the number of iPads deployed in the Madison school district. Anderson (2013) notes that Sandburg school is a pilot program for iPads. In Anderson's interview with the school's principal, Brett Wilfrid, he noted that the goal of the pilot program is to study if iPads make a difference in learning. Mr. Wilfrid states, "And part of my goal, with how we’re using this, is to prove yes, it does, so that we can generalize it to the whole district" (as cited in Anderson, 2013). The issue with this goal is that the researcher seeks to determine a specific subjective end, not to objectively observe evidence to determine if the technology actually does make a difference. The drive of many educators conducting similar pilot studies to justify the cost of the technology is the strong desire and even push to ensure the study demonstrates that the technology does in fact make a difference, which may actually compromise the results.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This article also demonstrates the previously stated issue of using iPads as punishment. Brett Wilfrid points out a notable decrease in discipline reports and explains that students are very upset by the loss of the use of their iPads when they make poor choices (Anderson, 2013). The problem here specifically and in other schools that utilize iPads in the same way is that by the end of a year, according to Anderson's report, 70% of instruction and learning utilize the iPad. Furthermore, students cannot take them home. If the student loses the "privilege" of using the iPad and 70% of instruction and learning require it, then what impact does that have on the student's learning? Certainly, educators need to consider the effects of using technology intended for learning as a classroom management tool and reassess what their true goals are for implementing iPads from the start.

Advantages of iPads in Education
media type="custom" key="24075760" ** Apple in Education - ESSA Academy (2013) ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%; text-align: center;">An EveryAppleVideo located at http://www.youtube.com/watch?v=evJsv8tE1Jc#action=share

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">iPads are great tools to use in the classroom! There are so many different advantages to having iPads in the classroom. iPads are wonderful alternatives to print books and expensive textbooks. Not only does it provide access to any book in downloadable form, but the books are also not as expensive, and won't be worn or ruined from past users or other elements. Another advantage to having iPads in the classroom would be that it fits the needs of the students. Weighing less than a laptop and a textbook, the tablet is manageable for a student to carry around with ease.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">With that being said, the apps on the iPad are also a huge advantage to using an iPad in the classroom. There is an app for everything! If the class is discussing a certain topic, a child can look up that topic in the Apple App Store and find an appropriate app, which can help the class to learn about the topic in a fun and new way. iPads can bring a sense of community to a classroom. Children can share and discuss what they are learning by showing their peers what they are doing on the iPad or even by showing the whole class. iPads in a classroom bring endless knowledge to a child’s finger tips. All they have to do is search and go! You can read a brief annotated list of the 55 best free education apps for iPad. These are some of the most popular and most utilized apps being used in schools.

Future Direction of iPads in Elementary Education
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teachers and iPad and app developers continue to strive to advance and improve the iPad and how effectively it is used for instruction. In a study of app design and content influences on the learning pathways of young students, Falloon (2013) found “that careful attention should be paid to the design and content of apps, if the undisputed motivation from using devices such as iPads is to be transformed into thoughtful engagement and productive learning” (p. 519). He noted the significance of the following features in the designs of apps to facilitate meaningful and productive learning:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> a. communicating learning objectives in ways young students can access and understand; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> b. providing smooth and distraction-free pathways towards achieving goals; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> c. including accessible and understandable instructions and teaching elements; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> d. incorporating formative, corrective feedback; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> e. combining an appropriate blend of game, practice and learning components; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> f. providing interaction parameters matched to the learning characteristics of the target student group. (p. 519)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Kagohara et al. (2013) found in their study of various technological devices, including the iPad, that when used with individuals with developmental disabilities, these devices are viable technological aids (p. 154). Primary classrooms are a prime example of iPads being used for students with developmental disabilities. Educators and iPad and app developers are continuously finding new innovative ways to employ iPads for students with disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Research by Murray and Olcese (2011) found that “. . . current application development has potential to not only extend what can be done in classrooms but also strive for better connection to learning theories and hardware capabilities (p. 47). Research by Murray and Olcese also suggests. . advances [in hardware and software innovations] are underused in application applicable for teaching and learning” (p.48). Findings such as these have motivated an active response from education professionals and iPad hardware and software engineers to explore and discover new potential and possibility.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Waters (2012) notes how teachers are expected to formatively assess students to inform and direct their instruction, but teachers spend so much time on assessment that it takes away from instruction time (p. 8). Furthermore, technology for formative assessment, unlike for summative assessment, has been slow to develop. On top of that, the technology available is difficult to learn or too demanding of teachers’ time (p. 9). Of the vast amount of formative assessment information these technologies provide, teachers do not use most of it (p. 9). The problem is not with the technology as much as with the teacher. However, developers are creating more and more apps and advancing hardware and software to improve iPads for teaching and learning, including formative assessment. Some of the formative assessment apps highlighted are clickers, interactive white boards, polling, interactive questioning, ad hoc, integration with databases with lists of assessment questions, e-portfolios, etc. Utilizing these apps on the iPad also means feedback is instant, on-going, and employable for both the teacher and the student. In the future, not only formative assessment apps, but apps for every aspect of instruction and learning will see improvements and new developments.

Conclusion
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Clearly, the implementation of technology in the classroom is crucial for a well-rounded education for the students of today and tomorrow. iPads are a relatively new addition to the classroom, so it is important to recognize that while there are still many instances of trial and error with its apps and classroom usage, the iPad is an upcoming educational tool that, when used correctly, will be beneficial in the engagement and education of all students.