Journal 9: First Graders with iPads

Getting, S., & Swainey, K. (2012). First graders with ipads?. Learning and Leading with Technology,40(1), 24-27. Retrieved from www.iste.org/Store/Product.aspx?ID=2515


Sara Getting and Karin Swainey of Hilltop Elementary School,wanted to test the earning benefits of using iPads with their First Grade students.  They decided to specifically focus their data collection on the observations and assessment results of the two lowest target reading groups in their classroom.  The two teachers used the iPads to support the practice of reading skills like vocabulary, fluency and comprehension as well as to embed  digital readiness skills.  They also increased their own collaborative practices to elevate cohesion in interpretation of data and student assessment results.  They also added the support of a Special Education teacher to help support students and gather data.  The teachers initiated this project entirely on their own with the  only district financial support for the purchase of the iPads.  As they incorporated the iPad practice into their teaching, they also discovered that iPads not only seemed to be supporting literacy improvement with their most at risk students, but they also recognized that it was an effective tool for improving time-on task and classroom behavior.  The article points out that there were a few drawbacks to the iPad use.  one example was the noise of many interactive programs going on at once, became overwhelming.  This was easily solved by asking for a small grant to purchase headphones.  The end of the year results were that the teachers did produce data and observations to prove that iPad use for First Graders, especially those struggling readers, was beneficial and effective.  

What struck me the most in this article was when  Getting and Swainey described the process of initiating this project all on their own.  Many times, I attend staff or department meetings, where a majority of the conversation revolves around teachers wanting to implement something but complain that they can't because "the District" won't support them.  I think  we should take a hint from these two professionals and just dive right into any project if we know that it will be a benefit for students.  Yes, they did receive financial backing for the purchase, but they also did the homework to collect data and provide evidence to the effectiveness.  Having the students present at the board meetings brilliant work! The public needs to see what we do by having our students show them!  Far more effective than trying to let a data table or test scores in the paper, dictate their (the public) perceptions.

Question 1  Would I like to consider using iPads as a learning tool in my classroom?

Answer  I would absolutely love to be able to utilize iPads in my teaching.  I think that it is important for students to have access to current technology and learn to use it properly and not just understand it as an expensive toy that only wealthy kids get for birthday and holiday gifts.  I like how iPads offer the ability to incorporate independent practice of remedial skills without the presentation of being remedial because it is so cool and interactive.  Also, being a teacher of students with severe social emotional difficulties, I was drawn to the part of the article where the two teachers observed how the iPad use appeared to alter the negative behaviors of students who struggled with behavior previously.  Awesome!!

Question 2  Should every teacher insist upon iPads as the go to tool for student improvement?

Answer   While iPads do match the current technology trends, it is wrong for a teacher to assume that without it, you cannot be effective.  Of coarse all students should be geared in the direction of digital readiness, but districts find it hard to afford the continual upgrade that technology requires.  So, it is best to go into your room  confident that you can work with your students, establish academic and social goals, differentiate instruction, and produce fun interactive meaningful practice, all on your own.  My observations in the article were that there were practices that Getting and Swain added into their teaching, iPads aside, that also most likely added to the overall success of their students.  One example of this would be the increase in meaningful collaboration with each other and support staff.  Another example would be the more consistent attention to student behavior and time-on-task data measurement.