iPads and Other Tablets – Views From Around Campus - Part II

     In my last posting, I reviewed some thoughts from fellow faculty members about the utility of iPads in the classroom.  The emphasis was on how tablets provide a new, useful technological tool to teachers and students alike.  Responses from all three divisions suggest that the iPad is a device worth considering for all age groups.

     In this posting, I’d like to continue to draw on teachers’ comments, this time emphasizing some drawbacks specific to iPads.  Again, keep in mind that my use of the word “iPad” signifies tablet use, and if you’re paying attention to advertising, you know there are many different tablets available.  Still, Apple iPads account for about 70% of sales.

     Joanna Hayes is managing a group of iPads for her 5^th and 6^th grade social studies classes.  Though an iPad can be a handy way to access the web-based content of her class text, there are difficulties as well.  As Joanna wrote, “It hasn’t been the smoothest transition. Many students have and carry tablets, at least by the 6^th grade, but typing notes on them is slow going.”  She also mentioned that “We had a lot of trouble using Google Docs and therefore do not have a great free Word processing or Presentation-creating app, so I will need to look into paid options (such as iMovie for video, image, and audio presentations).”  In other words, be ready to spend additional money to purchase the Pages, Numbers and Presentation apps, depending on your needs.

At $10 each, the cost of these basic productivity apps can add up, especially for classroom sets of iPads

     Word processing continues to be a challenge on an iPad virtual keyboard.  Though it’s a bit easier if the device is in landscape orientation, the keyboard is still small.  And the slightest errant brush against the glass results in unwanted characters.  Simply put, the iPad, out of the box, is not user friendly to anyone with serious word processing chores.

     There are solutions, however.  A Bluetoothed remote keyboard works well, and several manufacturers have created a combination case/keyboard.   

Pictured above: Apple's Bluetooth keyboard

     But of course this solution involves an extra expense. As of this writing, one of the more interesting solutions is offered by the ASUS EeePad Transformer.  My guess is that manufacturers will continue to explore ways to merge the advantages of tablets with the productivity needs of users.

This Asus unit can work alone as a tablet or dock into a keyboard

     Stacy Scudder offered some thoughts as well.  She’s had frustrations with iPads when students assume they can be used interchangeably with computers to complete assigned work.  As Stacy mentioned, “I spent quite some time this summer developing webquests and searching for interactive sites.  I did most of my searching from my iPad2 and was frequently blocked by my inability to use Flash. I often preface the explanation of my web-based homework assignments by saying be forewarned that this WILL NOT work on an iPad.  You will have to use a desktop/tablet device or sign-up for computer lab after school."

     Honing in on the iPad, Stacy also mentioned the lack of a USB drive.  I would add that the iPad lacks other potentially useful inputs such as a mini SD card or HDMI port.  Apple seems determined to make the iPad a stand-alone device that connects to content only two ways: via a direct connection to a computer-based iTunes account or through iCloud.  This approach frustrates many users.

     Other difficulties have surfaced in working through the management of class sets of devices.  They need to be charged.  App downloads require accounts.  And sharing a device really meant for personal use is not always easy.  In short, along with the benefits of iPad use come some hurdles to overcome.

     Faculty and students at GSB are using tablets.  After this holiday season, according to numerous retail predictions, tablets will have an increased presence on campus.  Their mobility in combination with strong functionality make them a useful technology tool.  It’s hard to argue tablets outperform computers, but maybe that’s not the point.  Rather, as with any technology, the question should always be: “Is it the best tool for the job?”

     And just to be fair to some of the rival tablets on the market, click on a product below (or go to the Asus EEE Pad link above) to find out more:  Sony Tablet, Samsung Galaxy, Toshiba Thrive,  and the Lenovo IdeaPad.

iPads and Other Tablets - Views From Around Campus

     First, I’ll start with a disclaimer.  I’m using the term iPad as a substitute for tablet.  I know there are other tablets in use, but iPads still command the market and the word iPad has quickly become synonymous with tablet.

     Not long ago, I sent an email asking how teachers were using iPads.  My query asked for feedback about how iPads were being used to help prepare lessons and implement curricula in the classroom.  Seven responded, representing all three divisions. I’d like to draw liberally from these responses to remind all of us that iPads represent a technology tool that may be of use to many teachers.

     Jill Fedon owns an iPad and manages a small group of iPads that are used by lower school teachers.  Jill mentioned several uses for her iPad.  She can use her iPad as a mobile assessment tool as she walks around her classroom.  She finds it handy for playing music or videos.  It’s a tool to share an interactive story with students.  The timer app is useful in a timed activity.  She can record voice memos as a memory aid.  Finally, she’s had students use an app version of a website to review and/or catch up when the website itself was down.  

     Another teacher who is both an iPad user and manager is Joanna Hayes.  Joanna states “The best use of the iPads has been in using Safari to call up our digital textbook or various news outlets for current events.”  The use of a digital textbook in class demands strong internet access, and the iPad is a useful tool.

     Megan Summers is teaching AP Microeconomics this year.  She’s found one app to be an invaluable learning tool.  As Megan wrote, “Bloomberg Businessweek+ app is GREAT and has been awesome for my own prep in AP Micro, as well as the kids who subscribe to it and read it just for fun.  It is $2.99 a month for the weekly iPad magazine, and it is beautifully constructed to integrate intuitively with the device.” 

    One of the responses to my email query came from Tony Bednarsky.  He wrote that “many middle school students bring iPads to class for note taking and quick referencing.”  I also know that Tony owns an iPad and uses it daily.  Tony shares a classroom so in those periods when the room is used, Tony can take his iPad to a quiet space and access email, etc.  The iPad’s mobility serves him well.

     Anne Wilson is one of the lower school teachers taking advantage of the lending program.  As she wrote, “I used the iPad the past 2 weeks in my classroom as a one-on-one to help those who need extra practice with math, reading sight words, spelling.  I also used it to differentiate, using it to challenge students with math and reading skills.  My Math App and Math Board are two good math apps; Bluster, Sight…Touch and Sight Words (spelling) are good reading apps.  Shake the States is a favorite, as first graders love geography! 

     Finally, Jane Kunzman talked about iPads in art.  She spoke about the middle school student who has been bringing his iPad to class to display his art journal homework to the class.  As reported by Jane, clearly this student got a kick out of his own presentation.  Jane is hopeful to see more artwork sharing using iPads.  The device’s mobility and clarity make it well-suited to this purpose.

     I’ve found my iPad handy in two very specific ways.  I’m constantly updating our department’s inventory, and the iPad is a perfect device for this purpose.  With a spreadsheet displayed, I can walk from building to building to update information with little effort.  It is the iPad’s mobility and functionality that make it the right tool for this job.  Also, I’ve found more and more that if there’s a document I’d like to read, I can save it as a .pdf and read it when I have a spare minute.  It’s a capable portable reader that integrates seamlessly with my email accounts and with the web.  And like Anne’s first grader, I too enjoy Shake the States.

     Personally, I’m not yet convinced that a comprehensive “iPad in the Classroom” program would be the best use of our technological resources.  These resources include money to buy and manage the devices, time to review available apps and commitment to learn how to use iPads effectively as a teaching tool.  And whichever your chosen tablet, there always seems to be a combination of strengths and drawbacks.  So next posting, I’ll continue to draw comments from our colleagues to examine how and why iPads may not yet ready for wholesale adoption.

     To conclude, I offer this link to the single site I've found to offer the richest content for "all things iPad."  iPads in Schools