Author: David Buttacavoli

As technology starts to become the norm in many schools across the nation, so does the notion of removing textbooks, paper, and writing utensils. While iPads are wonderful tools if used correctly, are they being utilized in a way that aims to increase student achievement and critical thinking skills? Research demonstrates that children need to be exposed to “educationally purposeful activities” in order to truly benefit from the use of iPads in the classroom (Prince, 2004). What this idea means is that iPads are not merely just replacements for textbooks, worksheets, or a way to eliminate the use of paper, but rather a supplementary tool that is essential for deeper learning (Garland and Tadeja, 2013). While traditional methods of teaching such as presentations and worksheets have their uses, iPads are a way for students to research, innovate, ask questions, and collaborate with their peers in order to solve real-world problems (Tynan-Wood, 2016). What we as educators sometimes fail to realize is the potential iPads and other forms of technology can have in the classroom.

One of the main goals we have as teachers is to promote active learning in our classrooms. If students are not seeking answers, being creative, or thinking critically, then real student achievement cannot occur. Technology, more specifically iPads, have the means of engaging students so that they become active and more collaborative within the classroom. Students experience more positive learning moments if lessons and activities are accompanied by iPads, demonstrating the need for teachers to use these devices in beneficial ways (Diemer, Fernandez, and Streepey, 2012). When iPads were first introduced to the classroom, many teachers may have felt uncomfortable using them and began tp simply use them as devices to transpose textbook and worksheet information. These actions are rarely engaging for students, and it is hard to achieve active learning when worksheets are just distributed digitally (Tynan-Wood, 2016). When we fall into the trap of just modeling traditional teaching methods in a digital fashion, we fail to capture the true positive aspects of implementing iPads within the classroom.

So how should iPads be utilized within the classroom? There are numerous ways us teachers can foster active learning in the classroom using iPads, but lessons that revolve around using research from the Internet, tasks that require innovation, and collaboration amongst students are more than likely to lead to better student engagement and achievement (Tynan-Wood, 2016). In fact, iPads have the ability to extend their educational benefits to students even when they are not in school. Randy Joss, a high school math teacher in California, uses iPads and technology to continue the learning even when students are at home. The problem he ran into before iPads and other forms of technology were introduced was that learning tended to stop when the students left school. Even when iPads were implemented, he experienced many of the same issues. Students would struggle with homework problems and essentially shutdown at home, leading to miscommunication, a failure to grow, and poor results. What Mr. Joss began to realize was that iPads have the ability to educate even when the students are not physically in the classroom. By posting videos of difficult problems and demonstrating how they are accomplished, students were able to receive help and complete the homework problems with more ease. He discovered students were coming to class better prepared, ready to move on to the next lesson, and eventually obtain higher achievement scores in his classes. The problem was resolved by the savvy utilization of iPads and technology. By treating the iPad as a tool instead of a digital textbook, Mr. Joss was able to create positive learning environments for his students that lead to better results. We must figure out innovative ways to utilize iPads in the classroom so our students can experience similar results.

Although iPads are certainly useful in helping eliminate expensive textbooks and needless waste of paper, they are so much more than just a fancy way to display text on a screen. iPads, and technology in general, are wonderful tools that can promote higher student achievement if used correctly. Students have the power to research difficult questions, receive educational opportunities at home, and become engaged in learning by using iPads. The time has come to throw away the idea of iPads as merely digital textbooks. Our students’ best interests demand we innovate instead of making them stare blankly at the screens.

References:

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.