The Digital Age And The Age Of Information Technology

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.

Many of our students have smartphones, laptops, and tablets they use throughout the school day for school work. While some students depend on their devices to look up the current fashion trends and football stats, we feel that technology has also enabled students to think in a different way. Many students are quick on their feet to Google information to prove their friend wrong, send texts and emails in less than 10 seconds, and get excited when they are allowed to use their

Having an iPad required for class will benefit the student in numerous ways. iPad are fun to learn from, will help future back problems, and will cost less overall. It solves numerous problems and is a fun way to learn from. It is a smart choice and is a rewarding program for the students and

Students don’t just watch, listen, or read with iPad — they create with it. iPad

This article relies on several previous research studies of the use of iPads in the special education classroom as a means to determine best practices for teachers in implementing the devices in their classrooms. The literature reviewed includes studies on students learning English as a second language and studies showing students with other language barriers using the devices to improve their skills. The literature review also included several studies on students with autism and other intellectual disabilities using the iPad and subsequently improving their communication, social and math skills. The studies also found that students using the iPads showed greater academic engagement, independence and self-determination. Also reviewed was the

For many teachers introducing iPads in a primary classroom is a daunting task. Many educators are hesitant to take the leap to using iPads for instruction in a primary classroom (Getting & Swainey, 2012). The research of Dhir, Gahwaji, & Nyman found it is not surprising, that eight and nine year old children are considered technologically savvy. Children learn differently with technology. Certain skills such as problem solving, exploratory learning, collaboration, and teamwork skills are enhanced through the use of technology (2013). Shifflet,Toledo, & Mattoon found in their research, preschoolers were quite successful with iPads and even at a young age, the use of technology enhances the educational experience. Mattoon discovered four surprises in introducing touch tablets (similar to an iPad) to her preschool class, collaborations, digital citizenship, cooperation, and connection to the real world (2012). iPads also increase engagement, support multiple means to access curriculum, and enhance assessment practices for all ages of students (Government of Alberta, 2011). Consequently, the benefits of incorporating an iPad into a primary classroom are evident, increasing engagement, cooperation, and enhancing students learning is supported through use of the iPad.

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.

After many advancements in technology over the past years, the possibility of integrating the technology into the education system for the use of students has increased. Schools have started to spend more on resourceful technology such as iPads, tablets, Chromebooks, and a few other items. IPads have been proven to be far superior than most of these gadgets. iPads have been rolled out in many schools due to their weight size speed and the ability to use easily. iPads can impact the school in many positive ways. Some counter-arguments could be that they are too expensive or they can break easily. Although a few reasons why they should be used in schools are that their shape, size, weight can

Because of this the opportunities to integrate technology become nearly limitless. First, I want to eliminate the textbook from daily use. All of the readings need to come from online text or a PDF copy students can upload to their iPad. This allows students to annotate the story or article without using a bunch of Post-it Notes or the teacher running off over 100 copies of the text. Also using Apple technology allows students to look up an unfamiliar word by simply highlight and clicking it instead of skipping or stopping reading so the teacher can define the word in question. Also for students who struggle reading complex texts Apple provides and option to highlight the text and the device reads it to them while the student follows along. Next, I want to make sure all student type and take notes using their technology. Year after year it shocks me to see how many students do not understand the most basic etiquette of typing. This becomes more pressing because during their sophomore year, students take the End of Course exam in English Language Arts. Part of this assessment includes their ability to type an essay. Due to this reason it becomes essential students understands proper typing etiquette. Finally, I want my students to learn how to effectively collaborate within a team. Every time I ask someone outside education, “What is the number one skill employers want us to teach?” They

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.

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.

and iPods has increased from 6.21 hours a day among 8-18 year olds to 7.38 hours a day over

Technologies such as an IPad and other touch screen devices allow the student encouragement for a successful day-to-day interaction and communication with others.

Teachers praise the iPads abilities to advance learning. Studies prove that IPads help students in their overall academic performance at any

Education has found its way into the loop of technology. Teachers are using ipads and laptops during class time to help conduct experiments, or share a presentation. This is allowing the students to gain instant access to the information they are seeking. Students also receive the opportunity to complete their homework online and print off their assignments instead of just using paper and pencil. Another pro for Technology in Education, there are countless sources out there which help enhance learning. In one research conducted, they compared the performance of teaching kids how to read a clock. One group was coached by an online app, another was shown by a toy clock, and the last group was trained by a drawing example. The results revealed that the children that were taught by the toy and app exceeded the paper drawing group (Galetzka).