Students saw learning gains after as little as 20 minutes of study on the iPad, the research found, and if supported with guidance from an instructor their improvement may have been even more pronounced, the scientists suggest. "The bottom line is that these iPads and similar tools actually do make a difference," said physicist Matthew Schneps, a founding member of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics in Massachusetts.
This was supposed to be the year of the iPad’s crowning triumph in education—its adoption by and distribution throughout the nation’s second-largest school district, Los Angeles. Events haven’t quite turned out as planned.
A $1 billion iPad-distribution program that started in the fall has run up against a series of obstacles. Students hacked their way past the tablet’s security; parents raised concerns that they were liable for iPad damage; and the program ran into cost overruns. Put all that together and the result is that officials recalled the iPads while they rethink their plan. Reportedly, the conflict even put Superintendent John Deasy’s job in jeopardy at one point.
Wondering what will happen if your school brings iPads into the classroom? Is your district discussing the purchase of iPads as opposed to laptops? Here at Bellevue Public Schools in Bellevue, Nebraska, we have dipped our toes into the iPad arena and have discovered some amazing and inevitable elements from our experiences!
We are not an iPad-saturated district. In fact, we have intentionally not implemented this model as we feared that iPads would become dust collectors, picture frames or bookends. Assuming teachers will know what to do with them is a completely false assumption. Our model has been one of control, training, coaching and reflection. Not everyone in our district receives a cart of iPads. Out of approximately 800 teachers, 16 have sets of 30 iPads.