Bookmark and Share

"Education On Demand Within Your Hands" 

 

Impact of Mobile

Student holding iPad

 

Preparing Your School for an iPad Implementation

Planning is imperative for any technology initiative - iPad or otherwise. You need to ensure that you clearly understand and communicate how the technology integrates with your overall pedagogical objectives. Too many institutions purchase technology and then search for ways to utilize it ... or leave it collecting dust on the shelf.

Planning needs to consider both infrastructure needs and the educational applications of the new technology. Without the proper preparation, technology initiatives are liable to become expensive failures.

Campus Infrastructure Considerations

  • Signal Strength: If you’re using wifi iPads then you’ll need a strong and reliable connection to the web. That relies on two things:
    • Solid incoming bandwidth.
      • Have you thoroughly tested the speed of your internet connection at different times of the day? (a website such as speedtest.net will help test your connection speed)
      • Can teachers connect reliably using a wired connection? If the wired connection isn't fast and reliable then your wireless network definitely won't be either.
    • Wireless signal and distribution:
      • Do you have the wireless infrastructure to support a successful implementation? Are you using industrial strength hardware or patching together a cheaper solution with more home oriented access points and hardware?
      • Is the signal being distributed evenly and reliably to different parts of the campus?
      • Have you tested for any dead spots in classes or around campus? Has anyone walked around campus and conducted a thorough signal test?
      • Can you support a large volume of devices connecting at the same time? This is critical. Just because one device can connect with adequate speed doesn't ensure that a classroom full of devices will be able to connect.

  • Wireless Network:
    • iPads apps require direct access to the web (no login). Will your iPads connect through a separate wireless network that allows them to pass through directly?
    • Will you create a separate policy that identifies iPads on your existing wireless network and treats them differently?
    • Will they be subject to existing web filtering when browsing or will you need to consider adding a web filter to your network?

  • Group Device Management:
    • Where will devices be stored and charged?
    • Will you use a mobile cart?
    • Do you have a procedure for keeping the cart locked and secure? Do your teachers know it?
    • Do you have a clearly defined procedure for distributing and collecting the iPads?
    • Do you have a clearly defined Acceptable Use Policy? Has it been communicated to students and parents?
    • How will you deal with issues such as damage or theft?
    • Do you have a set procedure for how and when the iPads will be synchronized and updated?
    • Are your IT staff trained on the technology and care of mobile devices such as iPads?

  • Classroom:
    • Do your classrooms have appropriate ambient lighting for iPad use? Is there a problem with glare?
    • Do you need to consider purchasing window blinds?
    • Do you have a location that's convenient to classrooms for cart storage (if you intend on using one)?
    • Have you considered using furniture that moves easily and enables students to sit and work in small groups?

  • Individual Device management
    • How will you identify each iPad? Some options include using a sticker, screen wallpaper image or engraving.
    • What numbering scheme will you use for the iPads? You should consider using a numbering scheme that identifies their use or location. eg. Science07, Room107-1
    • Will you know which iPad each student is using at any one time? Do you have a procedure for identifying how they are being distributed?
    • How will you deal with settings on the iPad such as arrangement of apps, wallpaper images and more? Will you allow teachers or students to change settings?
    • Will you use earbuds? Earbuds can be very helpful if they are listening to media in class. If you plan on using them you’ll probably want each student to have their own pair rather than share them.
    • Will you use iPad covers? When buying a cover you’ll need to consider use - for example, do you need a cover that can prop it up for typing?
    • Are you using any applications that might benefit from the use of a stylus?
    • How will you clean the screens? Make sure you don’t use any cleaning fluids.

  • Application Purchase and Management
    • How will apps be purchased and distributed? Will you purchase, manage and synchronize to one central account or different accounts?
    • If different accounts, how will you segment the purchasing and management of apps?
    • Will you use multiple accounts for individual teachers, classrooms and/or departments? Remember that you can synchronize to multiple accounts on any individual computer.
    • Will teachers be given permission to install apps on their iPads and/or student iPads?
    • Will you ensure that students are blocked (using Parental Controls) from purchasing apps?
    • Who will manage purchases with Apple’s volume purchasing plan? The VPP grants around a 50% discount on volume app purchases and is legally required if you plan on synchronizing and distributing apps to sets of iPads.

  • Content Management:
    • How will you push content out to students? A web based method is preferable.
    • Does content need to stored and distributed using methods that utilize permissions and logins to ensure privacy and security?  If you are sharing iPads then you should test it thoroughly ahead of time as the iPad  caches logins and provides automatic access (meaning one user may automatically be logged into another user's account).
    • Where will students store and organize their own content? If they cannot take the iPad with them, are you using cloud based storage that will give them content access outside of class? If you’re sharing iPads, you may want to set up a unique email address on each iPad that can be used by students to email and move files.
    • Do you need a procedure for periodic deletion of iPad content?

Pedagogical Considerations:

  • Pedagogical Models:
    • Have you discussed how the use of iPads will be integrated into your educational processes?
    • 1:1 programs typically work best within an experiential, project based environment where students are encouraged to use technology to research, explore and create.
    • Is your school encouraging a student centered model of learning or do many of your teachers still use predominantly frontal teaching methods?
    • Is there a pedagogical vision for the technology deployment? Have you considered creating a mission statement that guides the deployment and use of technology and demonstrates how it might fit within the school’s overall vision?

  • Application Usage:
    • Have you explored and identified different applications that teachers want to use?
    • Have you tested these applications and ensured they meet required standards and comply with your educational objectives?
    • Are there existing projects that require teachers and students use specific applications? If so, will they be able to use them on the iPads? Has this been tested? Some desktop applications will not work on the iPad or may work very differently.
    • Are you using applications that require flash? Some example include popular websites such as VoiceThread and Glogster. Flash based sites will not currently work on the iPad.
    • Have you decided on a set of core apps for important functions such as note taking, document distribution, book reading and more?

  • Professional Development:
    • Have you allocated sufficient ongoing time for staff professional development? It's vital that that faculty have regular sessions where they can learn and exchange experiences with each other.
    • Professional development often focuses heavily on "technology training". Make sure it also guides teachers towards best educational practices for utilizing technology (student centered, project based etc).
    • Have you looked into web sites and online networks for teachers to connect, collaborate and learn from other teachers and schools?

  • eBooks:
    • How important and urgent is it for you to transition from paper based books to eBooks? Have you discussed and decided whether to move to the use of eBooks in courses or remain with paper books?
    • Have you looked into the availability of eBooks for your curriculum?
    • Are the available eBooks digital copies of their paper based counterparts or do they include interactivity and multimedia?
    • Have you looked into eReaders and specific course apps for using your eBooks?
    • Have you looked into annotation tools?

  • Community:
    • Have you discussed the technology implementation with other stakeholders in your educational community such as your school board and parent community?
    • Do they understand how it fits into the greater vision and mission of the school?

Mobile Education: Status & Benefits for Students

Mobile connectivity provides an opportunity to offer new ways of teaching and learning that ultimately will improve performance and results whilst at the same time open up new markets formobile operators across the world. Mobile will increase accessto up-to-date materials, will enable collaboration and strengthen learner engagement. The GSMA has recently published its first Mobile Education Landscape Report describing the emerging global Mobile Education and related eTextbook Publishing markets. While education systems are country or even local authority specific, we believe that globally coordinated activity drawing on common experience sharing and best practices will be vital to understand and act upon the Mobile Education opportunity. To help Mobile Operators become familiar with this new space we have produced aseries of Mobile Education reports which we hope you will find useful. To get involved, whichever part of the ecosystem you belong to, please contact mobileeducation@gsm.org to learn how.

http://www.gsmaembeddedmobile.com/mobile-education/

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


ACU 2009-10 Mobile-Learning Report

 

 

 

 

Abilene Christian University faculty, staff, and students have now completed two years of research and exploration of how mobile technology can be used to enhance learning. The 2009-10 Mobile Learning Report and its bonus coverage, below, chronicle the second year of this mobile-learning initiative, detailing our efforts, our findings and our lessons learned.

  

 


 

From Business to Fun:
What Different Generations Do Online
                                        
     Learning: Is There An App For That?                                                             
 Mobile Devices and Educational Impact

iLearn: A Content Analysis of the iTunes App Store's Education Section
http://www.joanganzcooneycenter.org/upload_kits/ilearn_1_.pdf 

   
   
   
   

 


 

 

 

 

 

New Study Reveals Generational Differences in Mobile Device Usage

 

New York, NY, July 27, 2011Affinity’s American Magazine Study reports that there are distinct generational skews in the profiles of eReader, tablet PC and smartphone owners.  These findings are important for companies marketing mobile devices to Millennials, Gen-Xers and Baby Boomers, as well as those creating content and advertising targeted at these unique generational segments.

 

In addition to reporting the audience delivery of the country’s leading magazine brands across print and digital platforms, AMS also tracks the adoption of digital technologies and mobile device use among American adults.  For established technology products like computers, U.S. penetration is high and usage is considered mainstream (84% of American adults currently own at least one computer according to AMS).  As a result, there is very little difference in the ownership patterns of computers by generation.  But when it comes to the growing number of mobile devices in the marketplace, there are new owner profiles emerging that suggest that one generation of Americans may be better prospects for a particular device than others. 

 

Boomers are the most likely buyers of eReaders

 

Mirroring the most recent statistics from The Pew Research Center, AMS reports that 12% of U.S. adults currently own an eReader.  The profile of eReader owners skews female (54%) versus male (46%).  AMS also reports that 19% of American adults plan to purchase an eReader within the next six months.  But who are the prime prospects for these devices?

 

Among the different generational groups, the 58.6 million Boomers lead the way in the adoption of the eReader platform.  In fact, Boomers are 19% more likely to own an eReader than the average consumer.

 

• More than 8.2 million Boomers currently own an eReader, while more than 10 million

  plan to purchase the device in the next six months.

 

• More than 9 out of 10 Boomers (92%) use the device at home, 13% at work, and 36%

  power up their eReaders while on the go.

 

• Similar to the national trend, female Boomers are 11% more likely to own an eReader

  than their male counterparts.

 

 

Gen-Xers are the most likely buyers of Tablet PCs

 

Again in sync with the most recent Pew estimates, AMS reports that 8% of consumers currently own a tablet PC, while an impressive 22% plan to purchase the device.  The reverse of the eReader owner profile, buyers of tablet PCs skew male - 52% versus 48% female.

 

According to AMS, the 85.4 million Gen-Xers are the most likely buyers of tablet PCs.

Gen-Xers are 16% more likely to own a tablet than the average adult consumer.

 

• More than 9% of Gen-Xers currently own a tablet PC, while 24% - or almost 21

  million - have plans to purchase the device.

 

• 56% of Gen-X tablet owners actively share their devices with others.

 

• Gen-Xers with a household income of $100,000 or more are 63% more likely to own a

  tablet PC than their generational peers.

 

Millennials are the most likely buyers of Smartphones

 

AMS reports that 42% of American adults own a smartphone, while 15% - or more than 34 million consumers - plan to purchase one in the next six months.  By gender, more men currently own these devices than women (54% versus 46%).

 

The most likely generation to own these types of mobile devices is the 46.5 million Millennials.  In fact, Millennials are 28% more likely to own a smartphone than the average American adult.

 

• 54% - or more than 25 million Millennials - currently own a smartphone, and 18% plan

  to purchase one within the next six months.

 

• 63% of Millennials use their smartphones at work, while 95% report that they are the

  sole users of the device.

 

• Millennials who have graduated college are 23% more likely to own a smartphone than

  others in their generation.

* * *

 

About Affinity’s American Magazine Study   AMS employs a contemporary, Web-based methodology to survey more than 60,000 consumers annually.  AMS is the industry’s only source for total magazine brand readership across print and digital channels, including magazine Websites, social networks, electronic subscriptions and the growing number of apps designed for smartphones, eReaders, tablet PCs and other mobile devices.

 

About Affinity LLC   Affinity is a media research firm specializing in magazine audience measurement and accountability tracking.  Affinity’s products include ProofReader (campaign pre-testing), The American Magazine Study (print and digital magazine audience measurement), and the VISTA Service (in-market effectiveness of print and digital magazine ads).  Company Web site: www.AffinityResearch.net.