Further Reading

This is a collection of resources that we have found useful and recommend to you as further reading.

Analysis of a 1:1 iPad program
http://hookedoninnovation.com/2012/02/29/data-and-analysis-of-a-high-school-11-ipad-program/

How iPads increased math scores by 49%
http://www.loopinsight.com/2012/08/13/ipads-in-the-classroom-raise-math-scores-49/

A day in the life of an iPad student
http://syded.wordpress.com/2012/06/23/a-day-in-the-life-of-an-ipad-student/

Victorian government’s educational benefits and school case studies
http://ipad.ipadsforeducation.vic.edu.au/why-ipad/ipad-features
http://www.ipadsforeducation.vic.edu.au/ipad-student-trial/5-ringwood-north-primary-school

Statement from Cathleen Norris and Elliot Soloway. Cathleen Norris is a Regents Professor at the University of North Texas and a past ISTE President. Elliot Soloway is Arthur F. Thurnau Professor at the University of Michigan and Chair of ISTE’s Special Interest Group on Mobile Learning (SIGML). For the past 10 years, Cathie and Elliot have been circumnavigating the globe, advocating for the use of mobile technologies in classrooms.
“Data from the one-to-one use of laptops and mobile devices clearly demonstrate that when students use their devices as essential tools for learning, using a broad range of apps for between 50 and 75 percent of the day, and outside class, then and only then does student achievement increase. In contrast, using one or two apps per day just isn’t enough to move the needle. We term the limited use of computing devices (30 to 60 minutes a day) “supplemental.” And based on empirical findings, student achievement tends not to increase with just supplemental use.”

  • Finland’s success in education has taught us that learning should be social and collaborative, not isolated and competitive. Each student has their own blend of ideas and background knowledge they can bring to the learning experience and share with the class to enrich lessons immeasurably. Combine this with the increasing ability to connect with other students around the world and you truly start to understand the importance of encouraging learning by connecting with others.
  • Just like an iPad encourages you to learn at your own pace, focusing on the things you’re interested in, classrooms have to become more individualised if they are truly going to make the leap into being student-centered learning spaces. Using computers to set, assess and suggest learning opportunities is one way to do it, and giving students access to the syllabus, allowing them to ‘jail-break’ it and customise it for themselves is another.
  • Kids need to be able to experiment and tinker without worrying about failing. Classrooms should become as much a ‘fail safely’ experience as the iPad is. Truly, this is the only way we can get them to become the innovative, creative thinkers we want them to be. They need to have the freedom to go out on a limb and saw off the branch, without worrying about hitting the ground. We need to trust the process and know that they will eventually discover the ‘rigour’ the present system holds so dear. It is important that students learn to formalise knowledge, but not before they’ve wrung it dry of any potentially new ideas that may have been hiding inside it.