References

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 * Barnes, J. & Herring, D. (2012). iPads, and Smartphones: Teaching in a Technology-Rich Environment. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3422-3427). Chesapeake, VA: AACE. **

Barnes and Herring (2012), discuss the importance of teaching and learning in a technology rich environment. They describe the gap that is increasing day by day between student’s lives and students learning environment. Teachers need to work on closing this gap to maintain effective learning. The implementation of technologies such as the iPad, help to close this gap by creating a technology rich environment and offering a variety of engaging activities that are tied back to the curriculum. This study relates to our project because it states the importance of incorporating such technologies in the classroom in order to close the gap that is growing every day for our students. By giving our students the iPad technology and assigning them with a project based on health students are not only engaged but also able to relate the material back to their real life. Bergmann, J., & Sams, A. (2012). //Flip your classroom: reach every student in every class every day//. Eugene, Or.: International Society for Technology in Education ;.

In the book, Bergmann and Sams (2012) outline a plan for the total integration of technology using the “flipped classroom” model. In short, they explain the flipped classroom model like this: students do at home what they traditionally have done in class and do in class what they have traditionally done at home. For example, students in their classes watch screencasts of their lectures at home for homework to prepare for the class the next day. While Bergmann and Sams do not explicitly mention the iPad in their book, they do mention, with great frequency, the use of portable electronic devices like cellular phones with internet and tablets. Their book focuses on significantly shifting the role of the teacher to that of coach and tutor and less of a performer. They candidly highlight not only their successes and the evolution of their model, but also their not so successful moments in their experimentation.

The significance of this resource on the implementation of iPads is greatly defined in the shift in pedagogy from teacher-centered to student-centered. This book provides and model and several examples for implementation of a teaching model that would rely on the devices. The book provides a resource of examples and encourages a great shift of the teachers role with a reliance on individual, portable devices such as the iPad in the classroom. Flipping the classroom is reliant on the students access to technologies; particularly streaming video. Students learning in this model become more self-reliant and self-directed learners and preliminary research is showing that students engagement increases and curriculum is covered more in-depth.

This article discusses ways to incorporate single of multiple iPads into an elementary classroom. Though having a single iPad sound useless there are multiple ways it can be integrated into the classroom and have a profound effect on learning. In fact, the authors states (2012) “,Having fewer iPads required innovative thinking in terms of instructional design, and that resulted in excellent ways to differentiate instruction. The author suggested integrating a single iPad through the use of centers, connection to interactive whiteboards, partner work, data collection, and as a digital display My collaborative project is based on integrating iPads into the classroom. This article will contribute to the development of my collaborative project. The article points out some key aspects that I can keep in mind while developing my project. For example, “The interactive aspect of the iPad appeals to the kinesthetic learners.” The iPad also cuts down on disruption that when used with group learning may lead too (Bennett, 2012). The information presented in the article also gives specifics on how to integrate iPads. For example, there is a section that discusses how to use the iPads with Partners and Trios. Assign each group member a project role. This eventually allows each member the opportunity to have one on one interaction with the iPad. The author also suggests how the iPad can be used as a picture display. These are options that can be provided for students while presenting the final product to the peers.
 * Bennett, K. (2012). Less than a Class Set. //Learning & Leading With Technology//, //39//(4), 22-25. **
 * Burke, Sara (2012). Camden-Rockport school seeks more iPads after kindergartners see education gains. //Sun Journal//. Lewiston, ME.**

Burke (2012), investigates an elementary school that has seen remarkable gains in kindergarteners after implementing the iPad into the classroom. The school purchased four iPad’s and gave them to students that needed extra help in math and reading. The teacher was able to customize games according to where the student needed more reinforcement. These four kindergarten students showed remarkable gains and were on grade level by the end of the academic year. After seeing these improvements, the school has requested that more iPad’s be purchased to benefit more students in the classroom. This article aligns with our project because it shows that no matter what the grade level is, the students benefit from the use of the iPad technology in the classroom. This resource allows teachers to customize the applications and games to the needs of the students. The students think they are playing games and have no idea that they are actually learning!!

This article discusses how two schools used mobile devices to help English Language Learner (ELL) students’ bridge language and test score gaps. Many of the students attending the schools were not native or fluent English speakers. This was becoming a setback for the school and the students. Thinking outside the box, the two schools began to brainstorm ways to help close this gap. The schools were looking for a device that supported textbooks in audio format, access to English language movies and videos, internet access both at school and off campus, and audio recording capabilities. Thus, iPad and the iPod were chosen. Overall, the mobile device initiative was very successful in helping these two school meet their goals. The article indicated there is a different scene now upon entering the schools. Thanks to the iPad and iPod, students from around the world are connecting with their fellow English language learners in their new shared language (Demski, 2011). This article is relevant to my project because it focuses on ways to use the iPad to differentiate instruction for English Language Learner students. The author talked about how one teacher allowed her students to take home the iPod touch devices. Their assignment was to use the voice memo app and record their self-reading aloud in English (Demski, 2011). Upon returning to school the teacher syncs the devices into her iTunes library. This technique allows her to monitor the progress of the students but it also allows the student the opportunity to practice their English in a non-threatening environment, home. Though this strategy was applied to the iPod, if the voice memo app for iPads is available this technique could be adapted and used for my project. The author talked about how useful the Kindle e-Reader app had been with helping students improve their reading skills. Because much of the project requires research from online sources, this app could potentially be very beneficial for students who have been identified as below grade level in reading. Books or articles that are relevant to the project could be pulled. Finally, the author identifies an app that allows students to create presentations ( Keynote App) and enhance images ( Photo Pad) both which will be very useful in the student’s final product.
 * Demski, J. (2011). ELL to Go. //T.H.E. Journal//, //38//(5), 28-32. **
 * Eichenlaub, N. & Gabel L. (2011). Project iPad: Investigating Tablet Integration in Learning and Libraries at Ryerson University. //Computers in Libraries.// 10( 7), 17-21**

Eichenlaub and Gable (2011), write about the benefits of integrating the IPad technology into learning and libraries. They state that this advance in technology provides opportunities for collaboration, organization, and assists in learning no matter what area of content it may be. The organization purchased four Ipads to complete their investigation. These would be given to four students for an academic year for them to implement into their daily lives. These students were asked to report weekly to a blog about how it affected their academics and everyday activities. This investigation proved that the use of the IPad technology can be very beneficial to learning. Students reported that they were less distracted and retained information more readily due to the application system. It was also convenient size compared to the size of text books. This article relates to our project and school setting because it proves the benefits of implementing IPad’s into the classroom. Students are more focused because they cannot open more than one application at a time. They also are more engaged due to the graphics and interaction that is evident with this technology. This study shows that no matter what the content material may be, it is a valuable asset in learning environment.

This particular study was on tablet integration in learning and libraries at Ryerson University. A group of librarians were presented with funds from the university to use at their will. Due to the recent iPad introduction by Apple, the librarians decided to use the funds to conduct a tablet-focused project with a small group of university students. There were four participants chosen based on their submission of a two-hundred word essay. The participants came from different educational concentrations. Participant number one was a third year urban and regional planning undergraduate. Participant number two was a Ph.D. candidate in communication and culture. Participant number three was a third year graphic communications management undergraduate. Finally, participant four was a public health student (Eichenlaub, Gabel, Jakubek, McCarthy, & Wang, 2011). Five 16GB WI-FI first generation iPad were purchased for the four participants. In addition to the iPad gift cards were distributed to assist with purchasing apps. During the course of the one year research, the participant were expected to report on how the iPad enhanced or inhibited their study, research, and learning (Eichenlaub, Gabel, Jakubek, McCarthy, & Wang,2011). Although there were technical issues with the iPad, overall both participants and the librarians were pleased with the outcome of the research. The research concluded using the iPads enhanced educational practices through its wide variety of apps available, functionality, performance, and portable capability.
 * Eichenlaub, N., Gabel, L., Jakubek, D., McCarthy, G., & Wang, W. (2011). Project iPad: Investigating Tablet Integration in Learning and Libraries at Ryerson University. //Computers In Libraries//, //31//(7), 17-21 **.

Franklin, T. (2011). Mobile Learning: At the Tipping Point. //Turkish Online Journal Of Educational Technology - TOJET//, //10//(4), 261-275.

Franklin (2011) writes about the clarifies where we are at with regard to the term mobile learning. She outlines several platforms in which this may occur including the iPad. She further notes that there are three large groups of stakeholders in this ever-increasing movement; the students, the faculty and the administration. She notes that students are already in possession of many of the mobile learning tools, but are using them mostly for internet access, email, social networking and music. She also points out that there is a need and that we are standing right on the precipice of mobile learning as an epidemic. While the article is written mostly in the affirmative in support or mobile learning technologies, the author points out that there are some drawbacks including a significant increase in workload for faculty to manage all of the different inputs for their courses.

The article illustrates the perceived need on the part of students and administration for mobile learning and its use in the classroom. Students today are already using the devices to meet social behaviors, but rarely engage them for academic utilization. They are still dependent on older means for their academics. This highlights a need in the implementation project in the area of additional support and training for teaching staff. Learning is a process and so will the transition to teaching utilizing such devices as the iPad. Outlining terms, expectations and a core set of outcomes is a must when transitioning to the new devices. Franklin specifically outlines such changes and expectations in her article. She also is clear that this is coming and we cannot think of this as a “fad” in learning that will pass.


 * Grothaus M. & Sudan E. (2011).//Interacting with your iPad.// 5th Edition. New York, NY.: Springer Science and Business Media.**

In the book, //Interacting with your iPad,// Grothauz and Sudan (2011) discuss the different benefits that the iPad offers. It tells new users how to use the multi touch technology as well as the application database. This book explores the many features of the iPads and the benefits that apply to all users no matter the age. This book is a great resource for our project because it describes the many features that the iPad has to offer. We can use this resource to help students navigate the iPad as well as download new applications that they may need for their project.

This article takes a look at iPads as a tool or a hub. In the article the author explains using the word tool to describe the iPad refers to a device you use to do something specific. The author wants you to reflect on whether you view the iPad as a device with lots of apps or a device that has apps that have the potential to change the way you teach. When using the word hub to describe the iPad it refers to a device where information is brought into, utilized, combined with other information and sent out in many directions (Herlihy, 2011). The author points out how the ability to complete multiple task using one tool ,the iPad, is attractive to its users. This article is relevant to my project because it highlighted how the iPad could be used to complete multiple tasks and the ability to access the information later from anywhere or any other device. An example of how the iPad was used in a mobile fashion to accomplish many tasks for a science activity was provided in the article (Herlihy, 2011). One student used the iPad to collect data, take photos, and add audio for his science project. Upon completing those tasks the student saved his work using an app called Evernote. This app allowed him to be able to access his information at a later time in or out of school and pass the iPad to another student. In addition, when he finalizes his assignment he has multiple options to present the information. For example, he can plug the iPad into a projector and display the information saved in his Evernote account, he could email the file to his teacher, or print it out (Herlihy, 2011).
 * Herlihy, D. (2011). iPads in Education: A Classroom Learning Tool or Hub?. //Special Education Technology Practice//, //13//(3), 15-17. **

McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. //Techtrends: Linking Research And Practice To Improve Learning//, //56//(3), 20-28.

The case-study focuses on the utilization of the iPad as a tutorial device with one student with Attention Deficit Hyperactivity Disorder (ADHD). A pre-service teacher in a small, rural school was assigned to a student to tutor him one-on-one. During her time, she assessed him at the beginning, middle and end over a six-week timeframe. At first, she used the iPad as an incentive for the second half of their time together. She quickly noticed that he focused better when using the multiple modalities presented by the iPad. She also noticed, in addition to being more focused, he was doing very well when using an application that had him record himself and listen back. He became metacognitive about his own reading noting that he needed to slow down to make meaning. The student in this case study made significant gains of almost one year in a six week period.

The study by McClanahan, Williams, Kennedy and Tate (2012) presents significant evidence in the academic gains that can be assisted by the implementation of the iPad with students with disabilities. This study made significant observations of the implications of the multiple learning modalities that the iPad can address including auditory, visual, kinesthetic inputs and outputs to significantly impact the learning of a single student with ADHD. The implementation of the iPad for a student highlighted in this study brings about the need for a larger population to test. Not only did the student benefit from the instruction on the iPad, the pre-service teacher learned some very valuable planning and implementation skills with regard to the iPad and its ability to increase academic gains.

This particular study was completed to take a deeper look into whether using iPads in a U.S. history class would promote achievement among eleventh grade students during a study on 9/11 tragedy. Seventy-four students participated in this study over a series of two 50- minute class periods (McCoy, & Wake Forest University, 2011). Forty-nine of those students had access to iPads. These students worked in small groups and used the Explore 9/11 app to examine and analyze oral history account from survivors (McCoy, & Wake Forest University, 2011). After analyzing the information, student were asked to complete a graphic organizer and later assessed with a post test. The remaining students completed the same activities but without the iPad. The information they analyzed regarding the 9/11 events were presented in a paper based fashion. They also had to complete the graphic organizer and post test. McCoy, & Wake Forest University (2011) found the Explore 9/11 application for the iPad impacted student achievement overall. They (2011) recognized, the use of the application on the iPad created collaboration and cooperation among students that was not present in the class periods that used paper as the primary sources. This study was conducted to see how guided discovery instruction with collaborative discourse impact student’ achievement and attitudes toward math. The study took place in a single math class. There were three math lessons on reflections that were designed to include collaborative discussion with guided discovery. After the lessons, six honor students were chosen to provide input on their experience. The overall results indicated they students had mixed feelings about discovery learning with collaborative discourse. The author stated (2011) some of the students’ comments illustrated ownership of their learning. A student who normally took longer to process information quickly caught on to the concept (McCoy, & Wake Forest University, 2011). The students liked having someone readily to consult if they did not understand, however they preferred to have chosen their own group members instead being assigned them. The project I will be presenting is a discovery learning lesson filled with collaboration and multiple ways to integrate an iPad. Therefore this research is relevant to my project. As noted (2011) learning is student-centered and an active process, not a passive experience of absorbing new information. This is the foundation of my project. The students will be collaborating and developing their own knowledge as they research their topic. The iPad will be one of their technological devices they utilize to assist them in this process.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">McCoy, L. P., & Wake Forest University, D. (2011). //: There’s an App for That:” A Study Using iPads in a United States History Classroom:2011 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 15, 2011)//. Online Submission. **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">McCoy, L. P., & Wake Forest University, D. (2011). //Guided Discovery Learning with Collaborative Discourse: 2011 Research Digest. Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 15, 2011)//. Online Submission. **

Murray, O. T., & Olcese, N. R. (2011). Teaching and Learning with iPads, Ready or Not?. //Techtrends: Linking Research And Practice To Improve Learning//, //55//(6), 42-48.

Murray and Olcese (2011) sought to explore the use of iPads and its ability to revolutionize education as other technology implementations have promised, but greatly fallen short. Their study was related directly to the applications available in the iTunes store under the category of Education. Murray and Olcese broke down took a sample of applications, both paid and free, and downloaded them onto three different iPads. Each application was analyzed against a research based scale developed and classified into four different categories. The guiding question the study was operated under was the ability to transform education. The study found that the iPad itself possessed a great deal of potential and tools to be a game changer, but that the applications in the software development realm were still falling short in their ability to revolutionize and greatly change education. The authors of the study were quick to point out that there was developing potential in the digital textbook realm with publishers all looking to release something to the Apple marketplace in coming months.

The relevance of this study to our implementation project provides a significant consideration for the shortage of applications on the software side of the implementation process. The device itself shows significant promise, but the shortage of such software may be a stumbling block. In the implementation process, further exploration may be needed due to the lack of timely resources for this study. The study was conducted in 2010 at the debut of the iPad’s first generation. Since then, two more have been released and a significant amount of software has been developed that utilizes more of the features of the device. Mainly, the promise that publishers are in the midst of developing interactive, multi-media rich textbooks is something worth watching. However, at this time, none have been released.

Newton, D. A., & Dell, A. G. (2011). Assistive Technology. //Journal Of Special Education Technology//, //26//(3), 47-49.

Newton and Dell (2011) outline the use of assistive technologies specific to the use of newer mobile technologies and their use within a special education classroom or curriculum. They pay careful attention to the iPad and its culpability as an assistive technology. Two main points they argue in favor of the iPad as an assistive technology is its reductive quality in eliminating stigma associated with the use of assistive devices due to the fact that regular education peers are utilizing the same devices and it’s ease of use for teachers and aides to learn quickly based on the variety of user-friendly applications. Newton and Dell also present a great deal of statistics related to the interest level of educators to find uses of the iPad and similar devices as assistive technologies in the classroom with students with disabilities.

The relevance of this article to the implementation of iPads in the classroom is significant for several reasons. One, the interest levels of educators and the ease of use for educators possess significant merit. Training and implementation is perceived to be highly accepted and effective due to high interest and engagement. Two, the needs of students with disabilities will be met at a greater level with a significantly reduced stigma that leads to non-use of currently implemented assistive learning technologies. Third, the article mentions that the cost and budgetary concerns are greatly reduced due to the fact that the devices are less than half the cost of currently used machines and have more powerful connections to student engagement and ability.

Schaffhauser, D. (2011). Apps I Have Loved. //T.H.E. Journal//, //38//(10-), 26,.

Schaffhauser (2011), put together a collection of interviews from district IT coordinators about their favorite applications of the iPad and iPhone. Her collection is more geared for those that manage and maintain the district level servers, but there are some really great resources for productivity that provide crossover to many different users of the devices. All of the applications are real-world productivity applications to increase organization or improve job performance.

This article possesses particular relevance in the area of usability. Once teachers and students have a purpose to use the devices, we find that their use increases. Articles like this one are important to share with staff, and students if possible, to keep them interested in using their devices. Sharing practical application for job function is critical to completing implementation with the school or workplace.


 * Scott, M. (2012). iPad’s in class: Big Year for Zeeland Students. //Ap Regional State Report-Michigan//.**

Scott (2012) discusses how students have benefited from the applications on the iPad. One student used the application 3D brain. This application helped her gain background knowledge for her Psychology class and gain understanding of the first few units. There were approximately 1,700 iPad’s that were introduced into this high school. The benefits that the students gained from the convenience as well as the applications that were available to them by far exceeded the cost that this system incurred. This technology not only helped the students learn more effectively but it also helped the teachers plan more creative and engaging lessons. This article relates to our project because it is a current study of the variety of applications that are available through the use of the iPad technology. In our project students will be using the app Twiducate to work collaboratively on their health commercial. Students will also have access to a variety of health applications such as My Fitness Pal, Counting Carbs with Lenny, and Spark People. This various applications will help them to understand health and why it is important to be aware of what you eat.


 * Vorsino, Mary (2011). School fires up iPad’s to fine tune P.E. skills. //Tribune Business News//.**

Vorsino (2011) writes about a middle school physical education classroom that has implemented iPad’s into their curriculum. The teacher uses the iPad’s to have student’s video each other doing particular exercises. The students then switch and film the other one doing the exercise movement. The teacher states that it keeps the students more on task and allows them to critique themselves. They then use an application to determine if the performed the task effectively to achieve the goal. This article relates to our project because it discusses another way students could use the iPad technology for their health lesson. They can also use this to help create their persuasive commercial for their authentic assessment. Waters, J. K. (2010). Enter the iPad (or Not?). //T.H.E. Journal//, //37//(6), 38-40,.

Waters (2010) seeks to explore the impact that the iPad may have on the K12 market in the ever-competing netbook and laptop competition. The author cites several different sources and highlights the usability of the iPad to either augment or replace the current computers in the schools. The preliminary interviews presented by Waters (2010) were compelling as they presented several scenarios of already existing investment versus the new investments of schools into pilot programs that present analysis of programs with the devices and development of best practices.

The article presents contrasting and complimenting points of view for the adoption of, or the abandonment of, the iPad in several different locations. Once consideration that was particularly compelling was the level of previous investment in either the windows or the mac platform of a school district. These were suggestive of trying to squeeze in the iPad to existing platforms that may not provide a new or innovative way of teaching and learning. The iPad and its applications continue to expand to deliver new and innovative ways of doing things.


 * Wise, J. (2011). NBES students learn healthy living through iPad application. //The Enterprise Ledger.// Retrieved from** [].

Wise (2011), explores an elementary school that has taught nutrition and health through the use of the iPad application Body Quest. The application is designed to make the students interact through a six week lesson. The students actually become part of the game by being a body quest warrior. The app teaches students to overcome their fear of trying new things and to work on becoming healthy. This resource is great for our project. This application can actually be implemented into our lesson and be a part of their final project. It teaches them the importance of health by incorporating them into the lessons as body quest warriors.