COURSE TITLE:

iPAD REVOLUTION: 21st Century Technology In The Classroom

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
60
60

INSTRUCTOR:

Debora Supplitt
supplitt@comcast.net

 

COURSE DESCRIPTION:

          The 21st century is witnessing a revolution within education. Educators are rapidly discovering the power of integrating iPad learning into their classroom curriculum. With the use of many interactive curriculum apps students are becoming engaged, interested, motivated and eager to learn. Classroom test scores are improving and teachers find their classrooms become an enhanced technology-based center for learning. Walk into the 21st century and discover the pedagogical shift from the past Industrial Revolution teaching practices to today’s Technology Revolution. 
          The iPad ranks as one the most significant educational computer applications ever created; it has the potential to be a highly impactful teaching and learning tool for all subject areas, and will heighten your student's level of achievement and technology awareness. This powerful educational resource has successfully been used in homeschool settings, birth-five preschool programs, special education, primary, middle, secondary and University programs.
          Explore the plethora of apps that may best fit your educational setting and meet your classroom needs. Apps can be utilized to enhance disciplines such for concept development, special needs, speech and language, geography, history, social studies, business, finance, math, health fitness, science, language arts, music, drama, visual arts and more. There are apps for everything. The possibilities are endless.
          By accessing the online resource list and downloading the Kindle and Amazon books educators will explore how the iPad can fit into their subject area, discipline, or meet your specific needs. Selected apps, most are free, can be downloaded directly onto your iPad and within seconds instantly become a reality.

         Participants in this course will learn how to explore the countless ways the iPad can be utilized In the classroom, how to access online iPad apps, explore suggested apps, download books, apply Bloom’s Revised Taxonomy to curriculum development, visit virtual support sites, review articles from successful programs and develop iPad classroom curriculum to fit their specific needs.

Online Course Access:
This is an ONLINE course. During the registration checkout process you will be asked to provide a password to be used for security access to the online course system. Once your registration is completed, you will receive an online confirmation and an email message, explaining how to log into the online course system. Please keep a record of this important access information. You may wish to bookmark or save the web address as a 'favorite' in your internet access environment.

Required Text:  In association with Amazon, you may purchase this text by using the link provided.  Click on the book picture below.
 

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Learned to download iPad apps (application) onto the iPad from various web sites.
  2. Accessed educational web sites for the latest apps available.
  3. Developed a strong working knowledge of the navigation techniques and tools for the iPad.
  4. Thoroughly perused the iPad tutorial from the Apple Store to build a solid foundation for this course.
  5. Explored a number of websites articles, blogs and sites offering examples of iPads in the classroom.
  6. Become knowledgeable about and have practice with Bloom’s Revised Taxonomy for a variety of academic disciplines, grades and ability levels for curriculum development.
  7. Developed curriculum for the iPad classroom.
  8. Discussed the integration of iPad apps and tools for classroom use.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

All Texts are digital downloads to be read on your iPad using the Kindle App. Download the Kindle app prior to downloading your text books Kindle App from the iTunes Store (Free). https://itunes.apple.com/us/app/kindle-read-books-ebooks-magazines/id302584613?mt=8

None. All reading is online.

MATERIALS FEE

Course materials are found online.

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

Assignment #1: COURSE FORUM - Introduce Yourself

Introduce yourself by describing your professional situation.Include reasons for being interested in this course, what you expect to take away, and your general level of experience and proficiency with instruction that incorporates some level of technology, including the Internet.
Post 1-2 pages in the Assignment Response Box.

Assignment #2: User Guide

iPad ‘User Guide’: Navigation Techniques and Tools 
From your iPad open the program or download the iPad ‘User Guide’ from the ‘Help” menu.

  • Thoroughly explore the User Guide, and practice the techniques for using iPad as described: follow all of the links from the User Guide to learn about more advanced iPad settings, techniques and features.
  • Your goal should be to develop a solid working knowledge of the potential of the iPad.
  • Write a 1-2 page paper and post it in the online response box, describing your experience with the ‘User Guide’ in learning the features of the iPad.
  • Create an outline or lesson plan in which you summarize the steps needed to introduce the iPad in the classroom.Post online.

Assignment #3: Download Text eBooks & Materials

Download Text eBooks and Materials
After reading and reviewing the 3 download texts write a 1-2 page paper per book (8 pages max.) and magazine, describing the concepts, applications and suggested apps that may be useful in your classroom.
Post in the online response box.

Assignment #4: Classroom Resources

iPads in the Classroom Resources

  • Explore the Internet to learn how other educators are using the iPad in their classrooms.
  • Focus on material that is relevant to your teaching situation (grade level and/or discipline).
  • Explore at least 5 classroom models or examples, describing how the lessons may be useful to you in your teaching situation, as well as modifications that you feel may be warranted; include the web address (URL) for each model you choose.
    Post in the online response box.

Such websites can be found at the following address:

Assignment #5: Bloom’s Taxonomy

Langwitch’s  Blog:  Bloom’s Taxonomy for the iPad
Access: Langwitches Blog at: http://langwitches.org/blog/2011/08/21/blooms-taxonomy-and-ipad-apps/

  • Review the August 2011 post that includes the “Blooming Butterfly” and the “Bloom’s Taxonomy for the iPad”. Simply clicking on the picture will allow access to a visual display of 54 free education apps that cover each of the facets of Bloom’s Newly Revised Taxonomy. You may wish to review some of these apps for your classroom.
  • Also review the post: “The digital learning Farm: Apps for the iPad.” December 29, 2011. This visual covers the 6 areas of Bloom’s Newly Revised Taxonomy and is an excellent resource that will provide another 54 apps on how to learn technology, classroom presentations and digital applications.
  • From this site explore any apps that you may find interesting for your iPad classroom.
  • Write a 1-2 page paper reviewing the six areas of Blooms Newly Revised Taxonomy for the iPad, a minimum of 6 apps (or more) covering each one of the 6 areas, how your chosen app aligns with the content area of Blooms Revised Taxontomy and your curriculum, the reason for your choice, how you may use this app in the classroom. 

Post in the online response.

Assignment #6: Kahn Academy

Kahn Academy

  • Download and view the “60 minutes”  ‘Kahn Academy:  The Future of Education’. March 11, 2011(Sal Kahn)13:27 segment from:  http://www.cbsnews.com/video/watch/?id=7401696n
  • Download Sal Kahn talks at TED 2011 (Take a 20 minute glimpse of the future of education). March 9, 2011 segment 20:27 from: http://www.youtube.com/watch?v=gM95HHI4gLk
  • Download the Kahn Academy App from the Apple Store.  Cost:  Free. (A free world class education for the world).
    Select any 10 modules of your choice to review. 
    (Side note: Check out the SAT Prep tutorials, a very powerful tool for today’s high school students.) Explore the teacher section and student dashboard.
  • Download and read the following article: Bergmann, J. & and Sams, A. (2012) How the Flipped Classroom is Radically Transforming Learning: The Daily Riff: 4/15/2012: http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php
  • In 2-3 pages, discuss your chosen modules. Include your opinion on the flipped classroom. Would you see any benefit for your classroom using this model?  How might you implement this with your iPad classroom?
    Post in the online response box.

Assignment #7: The Apps

The Apps 

  • From your readings or reviewed materials select and download a minimum of 5 apps.
  • Focus on app material that is relevant to your teaching situation (grade level and/or discipline).
  • Review the apps in a 1-2 page paper including the clipping of the Icon, badge or Logo.
  • Include the developer, URL address, version and price.

Post online.

Assignment #8: Creative Solutions

Creative Solutions:  iPads in the classroom  

  • Create an iPad classroom, virtual or real, which you could either use for your class or implement for another one. To do this adequately you will need to incorporate many of the techniques that you learned from the texts, apps and user guides. Additional help can be found at a number of websites, which can be found by using a search engine (keywords – iPads in the Classroom)
  • Incorporate as many resources, tools, apps and techniques as possible that will demonstrate your mastery of establishing the iPad in the classroom. Include what hardware, apps, and/or programs you would include in an outline for a projected grant request and as well as possible funding sources for your iPad program.  Discuss how any of these lessons or examples of programs could be useful to you in your teaching situation.
  • Select two focused core areas Science, Technology, Engineering/Design, Math plus Art find at least two apps for your two chosen STEAM areas.
  • Read 5 articles on Career Choices in the two STEAM areas you selected your apps for.  Suggested readings could include the following articles.

The Conversation.  2018. Why Scientist Need Art Training. https://theconversation.com/steam-not-stem-why-scientists-need-arts-training-89788

McCay, D.  (2019) The Balance of Careers; STEM Careers. Dotdash publishing. Accessed on 8/29/19 https://www.thebalancecareers.com/stem-careers-525652

mobile guardian, 4/2018. 10 of the best STEM apps for iPad – STEM Series. https://www.mobileguardian.com/best-stem-apps-for-ipad/

mobile guardian, 4/2018.  5 of the best Engineering apps for iPad – STEM Series. https://www.mobileguardian.com/the-best-engineering-apps-for-ipad-stem-series/

mobile guardian, 4/2018.  7 of the best Math apps for iPad – STEM Series. https://www.mobileguardian.com/7-of-the-best-math-apps-for-ipad-stem-series/

mobile guardian, 4/2018.  7 of the best Science apps for iPad – STEM Series. https://www.mobileguardian.com/7-of-the-best-science-apps-for-ipad-stem-series/

Riley, S. 9/2018. Education Closet.  STEAM Careers for the 21st Century. https://educationcloset.com/2018/09/01/steam-careers-for-the-21st-century/

  • Post a minimum 5-page description of your iPad classroom, STEAM apps, focused careers or virtual iPad classroom online. Address any concerns you may have.  Discuss the iPads strengths as well as problems that you may have or have encountered.  Include creative classroom solutions for minimal iPad availability in the classroom.

Assignment #9: Culminating Activities

Culminating Activities
Based on this iPad course, develop an ”Introduction to iPad” Unit Plan for your classroom, grade level and/or subject area. Your teaching unit should contain the following:

  • Written instructions for the iPad use, equipment, tools and form necessary to develop a program within your core subject (minimum 2 pages).
  • Create at least 1 lesson that will involve students working directly with downloaded iPad apps.  The instructions should contain a detailed goal and steps describing the learning objectives for any chosen program, subject or project.  Include the specific subject the lesson is geared towards and grade level.  A number of lesson plan formats can be downloaded from:  http://www.siopinstitute.net/classroom.html  (1-2 pages).
  • Create a 1-2 page final evaluation for this lesson plan (rubric, quiz or summative assessment).

Post 4-6 pages in the online response box.

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments. 

 



Assignment #10: Implement Your Teaching Unit

Implement Your iPad Classroom Teaching Unit

  • Implement your iPad teaching unit or present to colleagues or faculty.
  • For elementary target the teaching unit to your grade level.
  • For middle and secondary to your subject.
  • The student work can be done in a school computer lab or use a Kahn Academy model  (assignment #6) of the flipped classroom.

Complete and post the following assignments in the online response box:           

A 3-4-page narrative with reflection on the presentation and/or experience, detailed discussion of activities, goals and learning outcomes. What went well? What could be improved?  Post samples of any exemplary student work, including, if you choose, photos or videos links using the ‘Share a file’ option. Include an outline showing the scope and sequence of learning activities that may have engaged your students. Discuss how your unit incorporates Bloom’s Newly Revised Taxonomy.

Assignment #11: (500 Level ONLY)

In addition to the 400 level assignments do one of the following:

Option A)
Prepare a PowerPoint or Prezi presentation for an in-service for other teachers on what you learned in this course. Upload your response in the online environment using the “Share A File” option.
                                                                                           OR

Option B)
Work collaboratively with a colleague to develop a conceptualized plan that describes how you would use the iPad within a cross-curricular application. Write and post 2-3 pages in the online response box describing the plan, emphasizing the learning applications that the iPad apps can provide, as compared with other means.
                                                                                           OR
Option C
) Evaluate the online iPad course materials from the Apple Web Site in 2-4 pages and post online.

C. INTEGRATION PAPER

Assignment #12: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

Write a 350-500 word Integration Paper answering these 5 questions:

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?


INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Debora Supplitt M.F.A-A.Ed./M.Ed. received her Masters (M.Ed.) and Bachelor of Art (B.A.) degree from San Francisco State University and Masters of Fine Arts in Art Education (M.F.A.-A.Ed,) from Boston University. She has worked with students of all levels, including preschool, elementary, middle school, high school and professional educators, since 1980. She is certified in Washington, Oregon and California in Pre/K-12-Adult Special and Elementary Education and is highly qualified in the core areas of Art, Music, Reading, and Special Education as well as being a trained Intervention Specialist. Debora knows the importance of providing a creative environment where all students and teachers can thrive. Presently she is working in her dream position as a full time middle school Art Teacher. Debora provides classroom teachers with the tools and resources needed to integrate art into the daily curriculum and is always busy developing new, creative and fun workshops for teachers. She is passionate about providing exciting, meaningful, useful and fun filled continuing education for all teachers.

 

BIBLIOGRAPHY

iPAD REVOLUTION: 21st Century Technology In The Classroom

Audubon Park Elementary (2012). Wiki site, with mostly apps.  Retrieved on May 15, 2012 from:
http://teacher.ocps.net/groups/ipodsintheclassroom/

Cybrary Man (2012) Educational website. Edudemic magazine. Retrieved on May 15, 2012 from:
http://cybraryman.com/ipad.html

Daccord, T. & Reich, J. (2014) iPads in the Classroom: From Consumption and Curation to Creation. Amazon.com. Retrived on Swpt. 4, 2016. https://www.amazon.com/iPads-Classroom-Consumption-Creation/dp/1941112935/ref=sr13?ie=UTF8&qid=1473012263&sr=8-3&keywords=ipad+in+education

Edudemic (2016).  Connecting Education and Technology.  Retrieved on Sept. 4, 2016 from:  
http://www.edudemic.com/uncat/

Edudemic (2016).  The ultimate guide to using iPads in the classroom.  Retrieved on Sept. 4, 2016 from:  
http://www.edudemic.com/the-ultimate-guide-to-using-ipads-in-the-classroom/
​​​​​​​
Edudemic (2015) Online Safety: A Teacher’s Guide to Dealing with Cyberbullying, Sexting and Student Privacy . Retrieved on Sept. 4, 2016, from:
http://www.edudemic.com/the-teachers-guide-to-keeping-students-safe-online/

Kahn, S.  (2012).  Kahn academy app.  Apple app store:
www.apple.com

Kay, A. (2012). iPad: Free apps for educators. Retrieved on May 15, 2012 from: 
​​​​​​​www.amazon.com

Langwich’s Blog (2011).  Bloom’s Taxonomy for the iPad.  Retrieved on Sept. 4, 2016 from: 
http://langwitches.org/blog/2011/08/21/blooms-taxonomy-and-ipad-apps/

Lirerman, K. & Wideen, K. (2016) Innovate with iPad: Lessons to Transform Learning in the Classroom. Retrieved on Sept. 4, 2016 
https://www.amazon.com/Innovate-iPad-Transform-Learning-Classroom/dp/1945167084/ref=pd_bxgy_14_img_2?ie=UTF8&psc=1&refRID=HZWD5WNWEZRGZY0FFYPZ

Norton, J. (2012).  The rule of 6: How to teach with an iPad.  Retrieved on Sept. 4, 2016 from: 
https://www.amazon.com/Rule-How-Teach-iPad-ebook/dp/B006UGYSXS#nav-subnav
​​​​​​​
Peregian Beach College, (2016). iPad in Years 4-6   Retrieved on Sept. 4, 2016 from:  Training for Parents:  http://www.pbc.qld.edu.au/attachments/article/90/Parent%20iPad%20info%20booklet.pdf
https://support.apple.com/manuals/
http://www.pbc.qld.edu.au/attachments/article/90/iPad%20Apps%20List%202015.pdf

Sanchez, F. (2012).  100 apps for middle school students.  Nothin’ but net: Apps of the week: Middle school Apps. Retrieved Sept. 4, 2016 from:                     http://blogs.mtlakes.org/nothingbutnet/2012/02/21/apps-of-the-week-middle-school-apps/

Schrock, K. (2016).  iPads in the classroom. Retrieved on Sept. 4, 2016 from: 
http://www.ipads4teaching.net/ipads-in-the-classroom.html

​​​​​​​Smith, C. (2012).  An educator’s iPad 2012. Retrieved on Sept. 4, 2016 from:
​​​​​​​www.amazon.com