Student Engagement with iPads
CoS Leadership Project
The 2168 Community of Schools includes Ashcroft Public School, Cartwright Public School, Heckenberg Public School and Sadleir Public School. This website was created as a result of critical evaluation of research, professional development and surveys. The purpose of this website is to provide teachers with appropriate applications for effective use of iPads in the classroom.
Research into Student Engagment suggests engagment is both the cognitive functioning of students and the willingness for them to tackle challenging ideas. Engaging lessons need to be of high intellenctual quality, ensuring lessons are relevant and able to be differentiated to suit the learners needs.
This led to further information related to iPads possibly improving Student Engagment. Research suggests that using the iPad can be highly engaging, although the ease which students can mamipulate the device can also be a distraction for students. iPads can be utilised for whole class situations, small group instruction or with individual students to assist with dfifferentiated curriculum. iPads allow teachers the opportunity tro deliver content in an interactive way that can assist kinesthetic learners.
Within in 2168 CoS schools, it is not surprising that 96% of students surveyed enjoy using iPads in their lessons, although not as many believe that the iPad assists them with their learning. Survey results demonstrated that students do not necessarily see iPads as effective teaching tools instead just an opportunity to play.
At a recent Professional Development it was discussed that iPads are not necessarily a tool to teach, rather an opportunity for students to consolidate the concepts already taught. In order for students to be engaged in their learning it essential for them to be provided with explicit goals.
iPads should not be used as time fillers, fast-finishers or as behaviour management tools. Instead they need to be programmed and planned for effectively with explicit goals in mind.
All of this information has contributed to the creation of this website. All of the apps listed have been evaluated against Stage requirments and have been assessed in consideration of the following areas:
- relevance to Curriculum content,
- customisation that allows for differentiation,
- feedback supplied to students,
- application of higher order thinking skills,
- easy usability making the app student friendly,
- level of student movivation and engagement,
- ability to share, publish and report data to other peers or teachers.
Please use the website as it has been designed, to select effective apps that compliment existing teaching programs. Please post feedback or suggestions for other teachers on the Blog section of this website, alternatively email the creators for further information.
Contact Details:
Lisa Murphy (Cartwright PS)- [email protected]
Kristy West (Cartwright PS)- [email protected]
Michelle Yuen (Sadleir PS)- [email protected]
References:
Adiguzel,T., Capraro, R.& Willson, V. (2011). An Explanation Of Teacher Acceptance Of Handheld Computers.
Hattie, J. (2003). Teachers Make a Difference. What is the research evidence?
Munns,G., McFadden M. & Koletti, J. (2002). The Messy Space: Research into Student Engagement and the Social Relations of Pedagogy
NSW Department of Education and Training. (2008).Quality Teaching to support the NSW Professional Teaching Standards.
NSW Department of Education and Training. (2006). School Is For Me: Pathways to Student Engagement, Fair Go Project.
NSW Department of Education and Training. (2012). Western Sydney Region. STRATEGIC PLAN 2012-2014.
Readington-Bennett,K. (2011). Less Than A Class Set.
Sheppard, D. (2011). Reading with iPads– the difference makes a difference.
YouTube-Sesame Street: Song: There's An App For That, viewed 15 August 2013, http://www.youtube.com/watch?v=EhkxDIr0y2U
Research into Student Engagment suggests engagment is both the cognitive functioning of students and the willingness for them to tackle challenging ideas. Engaging lessons need to be of high intellenctual quality, ensuring lessons are relevant and able to be differentiated to suit the learners needs.
This led to further information related to iPads possibly improving Student Engagment. Research suggests that using the iPad can be highly engaging, although the ease which students can mamipulate the device can also be a distraction for students. iPads can be utilised for whole class situations, small group instruction or with individual students to assist with dfifferentiated curriculum. iPads allow teachers the opportunity tro deliver content in an interactive way that can assist kinesthetic learners.
Within in 2168 CoS schools, it is not surprising that 96% of students surveyed enjoy using iPads in their lessons, although not as many believe that the iPad assists them with their learning. Survey results demonstrated that students do not necessarily see iPads as effective teaching tools instead just an opportunity to play.
At a recent Professional Development it was discussed that iPads are not necessarily a tool to teach, rather an opportunity for students to consolidate the concepts already taught. In order for students to be engaged in their learning it essential for them to be provided with explicit goals.
iPads should not be used as time fillers, fast-finishers or as behaviour management tools. Instead they need to be programmed and planned for effectively with explicit goals in mind.
All of this information has contributed to the creation of this website. All of the apps listed have been evaluated against Stage requirments and have been assessed in consideration of the following areas:
- relevance to Curriculum content,
- customisation that allows for differentiation,
- feedback supplied to students,
- application of higher order thinking skills,
- easy usability making the app student friendly,
- level of student movivation and engagement,
- ability to share, publish and report data to other peers or teachers.
Please use the website as it has been designed, to select effective apps that compliment existing teaching programs. Please post feedback or suggestions for other teachers on the Blog section of this website, alternatively email the creators for further information.
Contact Details:
Lisa Murphy (Cartwright PS)- [email protected]
Kristy West (Cartwright PS)- [email protected]
Michelle Yuen (Sadleir PS)- [email protected]
References:
Adiguzel,T., Capraro, R.& Willson, V. (2011). An Explanation Of Teacher Acceptance Of Handheld Computers.
Hattie, J. (2003). Teachers Make a Difference. What is the research evidence?
Munns,G., McFadden M. & Koletti, J. (2002). The Messy Space: Research into Student Engagement and the Social Relations of Pedagogy
NSW Department of Education and Training. (2008).Quality Teaching to support the NSW Professional Teaching Standards.
NSW Department of Education and Training. (2006). School Is For Me: Pathways to Student Engagement, Fair Go Project.
NSW Department of Education and Training. (2012). Western Sydney Region. STRATEGIC PLAN 2012-2014.
Readington-Bennett,K. (2011). Less Than A Class Set.
Sheppard, D. (2011). Reading with iPads– the difference makes a difference.
YouTube-Sesame Street: Song: There's An App For That, viewed 15 August 2013, http://www.youtube.com/watch?v=EhkxDIr0y2U