Tablets Add Value to Learning Deborah S Young University of New England EDU 701

The Innovation Each child in grades K-5 will have access to a tablet (such as an iPad) Each teacher will be trained to integrate these tablets his/her classroom on a daily basis Tablets will be used for individualized and differentiated instruction

History of tablets in the classroom Tablets are a relatively new technology for use in the classroom Many schools have laptop or computer lab access; tablets add new features, in addition to portability Tablets are versatile and can focus on the abilities, interests and learning styles of the student. Tablets take classroom technology into the 21 st century

How Some Classes Have Used Tablets Gaming Supplemental Learning Facts practice – Addition, Multiplication Time Filler

Why a tablet? Less space, lighter-weight Individualized applications, highly interactive Touch Interface is more intuitive Long battery life On-line access Price

Data Collection Teachers will be surveyed to determine most common uses for existing tablets and training needs. Student progress will be monitored within a class utilizing existing laptops. Cost-benefit analysis will be compiled using data from laptops and computer labs versus tablets. Student and parent preferential data will be collected and presented to stakeholders.

Critical Issues Tablets must be integrated, not imposed Teachers need training Student expectations and use must be clear Devices must be secure Devices break

Integrating, Not Imposing Tablets Some teachers, parents, community members may see these tablets as an imposition Resolution: Demonstrate through a web-link, the benefits of an integrated technology system. Hold a forum for questions and answers. ISLLC Standard: Standard 4 – An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resource Function C – Build and sustain relationships with families and caregivers Function D – Build and sustain productive relationships with community partners

Teachers Need Training On-going training opportunities must be provided in order to optimally utilize the classroom tablets Resolution: Opportunities for in-house trainings and mentorships will be arranged. ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Promote the use of the most effective and appropriate technologies to support teaching and learning.

Student Expectations and Use Must be Clear Students may want to use the tablets to play games, message friends, or join social network sites. Resolution: A written form, signed by both student and parents, will outline the usage expectations for the technology. ISLLC Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Function E: Ensure that teacher and organizational time is focused to support quality instruction and student learning.

Devices Must be Secure As with any web-based technology, filters and firewalls must be in place, along with password-protection and privacy. Resolution: Maintain or upgrade technology security ISLLC Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Function C: Promote and protect the welfare and safety of students and staff.

Devices May Break To provide for an accident or mishap with a tablet, a plan must be in place for repair or replacement of the device. Resolution: All devices will be insured at no or minimal cost to the parent. ISLLC Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Function B: Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources.

Timeline of Events: 1 An anonymous survey will be distributed to teachers to determine what technology is currently being used in the classrooms. This survey will also include level of comfort with technology use, and possibilities for training other teachers if one wishes to share his/her expertise.

Timeline of Events: 2 Based on observations completed by the educational leader, student progress will be monitored within a class utilizing existing laptops, solely to determine the effectiveness of augmenting with technology. Anecdotal evidence will also be collected from teachers utilizing technology.

Timeline of Events: 3 The business manager will compile a cost-benefit analysis using data from laptops and computer labs versus tablets. Evidence over several past years will be analyzed to determine expenditures vs. savings for purchase of tablets. This report will be presented to stakeholders and available to the public.

Timeline of Events: 4 The school will send surveys and questionnaires to students and parents, asking questions regarding technology preference at school and at home. An open forum will be arranged for a face-to-face presentation and question/answer session.

Engaging Staff, Step 1 As the instructional leader, I will present information (research, data, and other evidence) at a staff meeting, showing the effectiveness of the use of tablets in the classroom. I will have asked several teachers to provide anecdotal evidence of how they utilize the technology in their classrooms and what results they have seen from students. This will be followed-up with a question/answer session and by asking all teachers to complete and submit a survey.

Engaging Staff, Step 2 After survey results have been examined and tallied, I will note what the current classroom use is for tablets and develop a strategy for a positive influx of the new technology into all classrooms. Teachers and staff who are adept at applications will be approached to teach mini-workshops, sharing sessions, and mentor other teachers. Time for this learning will be provided at late-arrival/early-release days, and throughout the year.

Engaging Staff, Step 3 Staff will be able to access a link through the school website to view commonly asked questions, or to pose a question of their own. The link will also contain a list of other staff members to whom a question may be posed in person. In addition, the link will also include success stories: both student and adult.

Conclusion Now is the age of the tablet. We have high-powered computers that can provide enrichment through an intuitive touch screen interface and the education world is taking notice. More and more classrooms are imagining the curriculum in the context of each child having his or her own tablet, yet some educators, parents and community members remain skeptical. If successfully implemented, the tablet can provide individualized supplementation and differentiated instruction in each and every classroom.

References Green, R. L., (2013). Practicing the art of leadership: a problem-based approach to implementing the ISLLC standards. Upper Saddle River, NJ: Pearson Green, R. L., (2013). Practicing the art of leadership: a problem-based approach to implementing the ISLLC standards. Upper Saddle River, NJ: Pearson Schneider, B., Jermann, P., Zuffery, G., Dillebourg, P. (2011). Benefits of a tangible interface for collaborative learning and interaction. Learning Technologies. (Vol. 4, No. 3) pp