IPads and other technological devices in the classroom can be a fantastic, motivating and effective tool in the classroom, providing they are used in a manner which enhances learning. There are so many different ways to incorporate these into effective lesson. There is much debate about including mobile phones into the classroom learning space as a toll for learning. However there is much stigma about this which would be required to be debunked before this were to be a fully-fledged device in the classroom. However, it is not all quite so effective. Unfortunately it is quite evident that in some classrooms the teacher is uneducated/unaware how to use these devices, resulting in students using them inappropriately (playing games/unrelated apps), or simply are using apps with no educational value unless, used correctly. I have observed this happening in one of my associate teacher’s lessons with students not using the correct apps. For example, playing games instead of using the maths app they are required to be using. However, in the same classroom I saw the use of the app ‘socrative’ which was used as a method of quizzing the students on previously learnt knowledge. This worked really well as the students all had to do this individually, and the teacher could collect the data on her IPad as she was the ‘host’ of the quiz. I feel that for IPads to be a useful educational tool in the classroom teachers need to be prepared to have training, and take the time to search for apps that actually serve an educational purpose. In saying that, it is much easier said than done.
Technologies are becoming a must in the classroom as there is a strong and fast approaching connection of technology in this day and age. ICT’s can be incorporated into almost every subject, preparing students for the technological world they will enter in after school.There is much research which highlights the successes of using ICT’s in the classroom. It is said that it increases student engagement and motivation, provides inclusivity (those living in remote areas or having a disability), opportunities to communicate as well as the ability for cross-curriculum activities to occur. It also encourages students to explore and problem solve with the digital technology they are using. Research suggests that the online learning space can potentially develop language, writing and social skills. Not only this but it accommodates for individual students and their differences such as interests and learning styles. There is somewhat of an open-endedness of the internet for possibilities, opportunities and exploring which result in learning.
Dee, N. (2013). Narrative inquiry: developing a web 2.0
approach to learning. Practically Primary, 18(2), 34-39-38.