A model For teaching And researching With iPads

by way of TeachThought staff

This has been up to date from a 2014 submit.

At TeachThought, we like fashions and frameworks.

In a single visible, they describe how issues work–context, function, abilities, and interdependence. So many rising trends in schooling are, neatly, rising. New.


This could make them (the style) intimidating, which is the place models and frameworks come in–visuals that articulate concepts, and the frequently murky relationships between them. an excellent mannequin will visualize abstraction, prioritize pondering, emphasize nuance, and otherwise simplify and communicate that which needs to be simplified and communicated.

The above mannequin comes from a bigger visual we’ll share later this week. The overlapping circles make clear how the iPad might overlap with every thing else you do as a trainer–all the other ‘components’ of your lecture room.

a brief abstract Of The mannequin For instructing And gaining knowledge of With iPads

The model identifies 4 primary pieces of training.

1. content material

this is what students are discovering.

Guiding question: How does the iPad guide access to content? How can the iPad improve existing entry: greater immediate access, mobile access, personalised access? entry to bigger-great content material? extra genuine? extra distinct content types?

2. activities

here is, of path, how college students will learn.

Guiding query: What kinds of actions do the iPad naturally ‘suggest’ or help that help college students learn the content material? How can the iPad be used to improve the high-quality, depth, differentiation, or diversity of those activities?

three. evaluation 

how you’ll measure how the college students did on the lesson and as conversely, how the lesson ‘did’ on the student.

Guiding query: How can the iPad make assessing pupil understanding extra correct and/or efficient? How can it promote a broader set of proof of that understanding? How can it promote the assessment of bigger-order considering potential?

four. very own

here’s the place the iPad is used to personalize the studying for the scholar–no matter if through content material, actions, evaluation, sequence, content material depth and mastery, or different elements.

Guiding question: How can an iPad automate and visualize using evaluation information to personalize guideline?

As communicated, it defines the feature of the iPad in education as sitting someplace in the overlap between activities, content material, and evaluation. Resting between actions and content material is path materials–the gaining knowledge of experiences designed by teachers for college students to entry content. The iPad–with apps like The aspects, Waste Land, The Alice App, and extra–definitely excels here.

Between actions and assessment is the act of Sending & Receiving, which suggests and back and forth change between instructions and assessment information, whatever thing apps like Nearpod and Socrative are designed to assist.

On the periphery is the theory of ‘personal’ use–homework and researching remarks, for instance. The indisputable fact that it’s on the periphery–and that the circle is smaller than the others–implies much less of a role here compared to actions, content material, and assessment, which is true in some discovering models, but now not all.

In that means, here is only one take–a mannequin that simplifies what the iPad ‘does’–or may do–for your classroom. Or Android. except we’re moving into particular apps and ecology, all of them, greater or much less, characteristic in a similar way.