Ipads in the Primary Classroom

After using the technology in the classroom setting, some studies showed that interactions between the child and their class mates improved (Mozes, 2013). Using an iPad, or similar device, has the added benefit of not making child stand out. Most of their peers have and use an iPad. This is a great way to assist the child, without the making the student feeling like they stand out.

iPads and tablets have become a popular choice of teachers in many classrooms worldwide due to the positive impact it has on the students. Tablets offer a wide variety of educational applications that have the ability to be downloaded onto the tablet for the students to use. The use of tablets in the classroom, “offer a unique home-school connection by providing students with a classroom experience that relates to the technology-saturated real world” (Blackwell, 2013, pg. 233) The use of iPads and tablets in the classroom provides students with a hands on learning approach to any

Samantha Light, grade 1 teacher at St. Juans catholic elementary in Toronto, Ontario noticed that her students learn better when they use technology, such as iPads. Light wants to make learning more enjoyable not only for her students, but kids everywhere, as she thinks it will make students want to participate in their teachers lessons more.

Learning methods have also been transformed by technology. Before technology was incorporated in schools, essay writing was hand written, regardless of how long the essay was. Mathematical problems were solved mentally or calculated on paper until the solution was found. Handwriting skills in children was good, because of the amount of practice they had using it everyday in their school work. Furthermore, children developed a vast amount of book knowledge by using library resources from actual books. However, today it is not the norm. Almost every school issues students with devices like iPads or tablets from as early as kindergarten. It is important to realize that with the use of technological devices, children would prefer the quick action of iPads and tablets in contrast to handwriting or reading a book to find reference points. To put it another way, children will end up using mobile devices both in and out of school, leaving no room for outdoor forms of recreation. A Northlines article, “Information Technology and Children”, mentions that the availability of Internet connection on mobile devices is harmful, because they can use it negatively, giving children an uncontrolled source of entertainment and connectivity. Similarly, the availability of

This paper is a policy brief to be given to teachers and the school board. It examines two ethical concerns regarding the use of iPads within the classroom. The first concern discussed is the psychological and behavioral problems that can arise from unmonitored time on the device. The second, is the possible hampering of children’s understanding of causal relationships and the self through substituting lived experiences. From there, the paper continues to consider the good that can come of incorporating iPads in to the classroom through an examination of studies of the effects of the device on the ability to engage students and increase learning; and also, the benefits of iPads in helping special needs children to communicate. With the ethical concerns and the benefits in mind, three recommendations for use are provided to help the teachers and school board to safely and ethically incorporate iPads into the classroom to provide teachers with the apparatuses needed to support educational aims.

The author provided a literature review of the popularity of use of the iPad in the classroom, among students with or without disabilities. The review found that students with disabilities had greater engagement and behavioral response rates when using iPads and teaching applications on the iPads as opposed to more traditional methods of teaching. Through this background knowledge, the author sets up her research proposal.

Books and face to face learning have started to dissipate as technology has taken over. The internet has taken over the teaching world. Apps have been on the rise since iPads and laptops have been introduced into school districts around the country. Applications like Notability, Desmos, and Quizlet have made it easier for kids to study on their own. Online classes are also growing more and more popular since students can double up on classes and get more credits in less time. Younger students don’t use devices for the same reasons, but to catch up on things they may miss in school due to absences or other extenuating circumstances. The school issued electronics are also great for reviewing materials at home, in the instances of an upcoming test. Most classes and teachers have the added help of being able to teach and or use devices for students benefit. Other classes, like art or gym do not benefit. Visual and physical classes are more difficult in the sense that they require full participation from students. Devices can serve as a distraction in these instances. Especially in cases where material is not

Improving education has always been a widespread concern in the US. As a country we are always looking to improve education. Technology is proven to help children learn much quicker, even up to 80 percent quicker. When the teacher is the only source in the room it is hard for every student to get exactly what they need to fully comprehend what they are being taught . Technology can provide tutorials, diagrams, and an abundance of information. At Northdale Middle school, special needs students showed greater focus and increased learning ability through the use of technology. (Blanca, “iPads improve special

This qualitative, narrative case study has two assumptions. First, the interview will accurately generate teachers’ experiences, views, effective or ineffective, in applying technology (e.g., iPads, laptops, tablets, computers, and any form of portable devices) as learning aids. Second, teacher participants will provide truthful responses to the in-depth, open-ended interview (See Appendix B).

This qualitative study sought to describe special education teachers’ experiences implementing the iPad for elementary students with intellectual disabilities. The overall purpose of this study is to examine the experiences of special education teachers implementing the iPad as an instructional tool to enhance the teaching and learning process for learners with intellectual disabilities. According to research conducted by Riley (2013), research is limited in the area of special education teachers’ experiences implementing the iPad as an instructional tool for students with intellectual disabilities. Due to limited research related to this topic, a gap is identified in the literature. Because of this gap in the literature, focusing on special

Technology in the classroom can be extremely distracting for the students. Not all the technology in the classroom is distracting but the one that has been distracting for students lately is the iPad. Elementary school children already do not have the attention span to sit in class. Technology is something the students see as fun. They take the iPad and know that there are games to play on it. In one article there was a partnership with 18 schools in Canada and students that were mostly 14 year olds were interviewed (The iPad in education: Uses, benefits, and challenges, 2013). In one of the interviews a student said that “it is hard to concentrate in class” (p. 31) because of the iPads. If iPads already make learning hard for 14 year olds,

Many students are exposed to technology early in life. Many of them have computers, tablets, game systems, and smartphones available for use. Children as young as two (2) years old can be found playing games on a parent’s phone. Therefore, it stands to reason that technology would be introduced in the classroom.

This research paper examines the benefit of the incorporation of technology when teaching literacy in the kindergarten classroom. It searches the advantages and disadvantages of the implementation of technology from the use of smartboards, iPads, iPhones, mp3 devices, tablets, computers, and software. The literature review provides an understanding of the different uses of technology and the positive and

In today 's world, it is not uncommon to see children using technology. In fact, just about everywhere you venture you are likely notice a child with an iPhone, or a tablet. Within the last five years’ elementary schools have been depending more on technology such as computers, and tablets for learning, compared to 10 years ago when everything was teacher taught and the closest form of technology found in the classroom happened to be a projector. The fact that there was little use of technology in elementary schools when today 's adults were growing up could sure-enough be the reason that many adults are skeptical when it comes to the use of electronics in elementary school. Many adults will say that children stay on the computers too much, and that it isn’t healthy for them. Another reason adults could be hesitant to accept that technology is an important key to learning is the fact that some children have learning disabilities and could struggle when learning from a computer. Adults will also point out that not every child has access to a computer at home to complete at home assignments. However the purpose of technology in elementary school is there to enhance and broaden the educational process not to hinder it.

Omer Faruk Sozcu, Smail Ipek, Erkan Taskin all agreed that "The establishment of preschool children's classroom environmental setting needs to be able to guide children in to participating in active play, silent reading, music, drawing, blocks ...ECT. for motivating children's interests." Which brings up the impact of technology on teaching and learning; in my classroom we use an app on the ipad called speakazoo which is an interactive zoo experience; the friendly speakazoo animals will ask you questions and respond appropriately. Although I personally feel that, since we downloaded the app our children have increased the amount of talking they do, not only with the app animals but with their friends and teachers; There are others that feel using these electronic learning devices takes away from important human interaction that children need at that age.