Tori Hollas, Jaime Coyne

Using iPads in the Twenty-First Century Classroom Abstract

Tori Hollas, Ph.D.
Jaime Coyne, Ph.D.
Sam Houston State University

Researchers have expressed concern over the academic performance of students in the United States and have stressed the importance of technology as the key for improvement. In this article, we share a variety of iPad applications that can be used in classroom for instructional purposes, assessment, and content-specific learning.

Technology has taken the world by storm. Our students, referred to as “digital natives,” are captivated by the nuances of technology. For example, families were surveyed all across the United States on the life skills their children had mastered and statistics were eye opening to say the least. While fifty-eight percent of two-year-old's to five-year-old's can play a computer game, only forty-three percent can ride a bike (AVG, 2010).

Tools such as iPads and social media devices have become students’ tools of choice, dramatically changing how we think and function in the world (Prensky, 2013). In fact, some researchers argue that technology has surpassed reading as the most vital skill needed for students’ futures (Prensky, 2013). The purpose of this article was to review various digital tools students can utilize during instruction, assessment, and within content specific learning (e.g. iPads, technology applications).

Literature Review

Global Economy and the 21st Century Learner

Researchers have expressed concern over the academic performance of students in the United States’ in comparison to students of other countries and have stressed the importance of technology as the key for improvement. The Partnership for 21st Century Learning shares

“For more than a generation, the nation has engaged in a monumental effort to improve student achievement. We’ve made progress, but we’re not even close to where we need to be. It’s time to focus on what students need to learn—and on how to create a 21st century education system that delivers results. In a digital world, no organization can achieve results without incorporating technology into every aspect of its everyday practices. It’s time for schools to maximize the impact of technology as well...".(P21, 2).

Alarmingly, students have consistently performed poorly on the Program for International Student Assessment (PISA) (Organization for Economic Co-Operation & Development, 2011). Interestingly, while the United States spends more money per student ($115), the students from the United States ranked 17 in reading (range of ranks 14 to 20) and 20 in science (range of ranks 17-25). Furthermore, US students performed below the average in mathematics. According to Soule and Warrick (2015), Stanford researchers reported that countries that excel on the PISA have demonstrated higher increase in gross domestic product warranting a dire need for academic improvement.

21st Century Learning Skills and New Initiatives

The 21st century learner has become the buzz phrase in the education world. There has been much debate over the skills required to meet the needs of the 21st century learner but many have narrowed the skills to include problem solving, critical thinking, collaboration and a strong emphasis on digital literacy (Parker & Lazaro, 2014; P21, 2009). The latter has produced a technology paradigm shift that has been the inspiration for such programs as the Common Core and Partnership for 21st Century Learning.

Researchers agree to the fact that not only should students be proficient in ICT (information and communication technologies literacy) but should utilize digital tools to develop learning skills.

According to Hutchinson and Colwell (2014) digital tools have the potential “to transform instruction and promote literacies outlined in the Common Core State Standards” (pp. 147). While the vast majority of K-12 students have used digital tools (e.g. iPads, cellphones), very few of have utilized mobile devices for academic purposes (Moore & Grisham, 2014).

Lui and Gong (2014) found in their study with primary students utilizing iPads were beneficial to learning including providing rich applications for education, immediate interaction and feedback, capturing learning activities process, information search and collection, collaboration and increase in students’ active learning. In their work with preschoolers, Aronin and Floyd (2013) found that their students had a high level of engagement in using STEM iPad applications. Alhinty (2015) found that the iPad can be a highly effective tool for second language learners used as a tool for facilitating collaboration among classmates.

Research has shown that utilizing iPad applications in the classroom can benefit student learning (Aronin & Floyd, 2013; Alhinty, 2015). We would like to share iPad applications that will engage and motivate students in the 21century classroom. We have categorized the applications in the following categories: a) Instructional and Flipped Classroom Applications; b) Assessment; and c) Content-Specific Applications.

Instructional and Flipped Classroom Applications

The first three applications we would like to share are perfect for the “flipped classroom” including Explain Everything, Educreations, and ShowMe. Using these applications, teachers can import photos, images, and PowerPoint.

According to Westermann (2014) “the flipped instructional paradigm allows students [to] gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates” (pp. 44). Though although the flipped classroom model has many advantages including increasing student engagement, deepening learning and increasing academic performance (Clark, 2015; Danker, 2015), many teachers are at a lost on how to effectively incorporate the model in their classroom. Using technology applications such as Explain Everything, Educreations and ShowMe can be advantageous in making this a possibility. Teachers can simply record a lecture on one of these applications and students can view it at home. Teachers can also send videos over email, post to YouTube, Edmodo and Twitter, embed on their website, or save to a Dropbox or Google Drive. Another way teachers can use these applications is through peer tutoring. Researchers have long documented the benefits of peer-tutoring (Bowman-Perrott, Davis, Vannest, Williams, Greenwood, & Parker, 2013; Leung, 2015) Peer-tutoring, also referred to as peer learning involves students teaching and learning from each other promoting meaningful learning (Danker, 2015). Teachers can take the peer-tutoring model to the 21st century with the use of these applications. Students can record their voice to create instructional video tutorials that students and their peers can access any time, as needed.

Incorporating these applications can also benefit parent involvement. According to Olmstead (2013), parent involvement is one of the greatest indicators on a student’s academic success. As teachers, it is vital that we find opportunities for parents to be involved in their child’s learning. Using these applications, teachers can create instructional video tutorials to help struggling students to share with their parents for additional support. This is also great for students that are absent to help prevent students from falling behind in their classwork.

Assessment

The next three applications are great assessment tools to help teachers obtain real-time assessment data which are Socrative, Plickers and Kahoot. Only has recently has technology been used as an assessment tool to measure students’ knowledge and skills (Mayrath, Clarke & Robinson, 2011). With the focus on the acquisition of technology skills for students, it is imperative that students be given opportunities to demonstrate their knowledge through technology assessments (Quellmalz, Timms, Buckley, Davenport, Loveland & Silberglitt, 2011). One challenge or barrier for teachers is creating authentic technological assessments that allow students to demonstrate their knowledge (Quellmalz, et. al., 2011). Not only are these applications the perfect tools for assessment, they are a great alternative to the traditional paper and pencil tasks. It also can increase students’ 21st century skills in technology. Unlike the applications tools discussed for the “flipped classroom” or instructional applications, these three (Socrative, Plickers, and Kahoot) are very different from each other providing great variety of students and teachers. Socrative is a smart student response system that allows teachers to assess students through a variety of engaging exercises via smartphones, laptops and tablets. Plickers also allows teachers to assess in real time but uses a card system to identify students eliminating the use of mobile devices. Kahoot engages students by providing a game-type environment in which teachers can assess using quizzes and multiple-choice questions.

Content-Specific Applications

By incorporating technology in the content areas, specifically science and math in our schools, students will be better prepared to compete in a global society (Dejarnette, 2012). As educators it is crucial, we incorporate technology in all areas to meet the needs of the 21st century learner. The applications discussed in previous sections can be used in a variety of content areas. The possibilities are endless. But, we would also like to share a few content specific applications for Math and Science.

For mathematics, we have three applications which are Geoboard, Math Ninja HD and Teachley: Mt. Multiplis. Geoboard is an interactive virtual geoboard. The virtual Geoboard features a variety of options benefiting individualized learning including in perimeter, area, angles, congruence and fractions. Math Ninja HD is a fun way for students to practice basic math facts. Teachley: Mt. Multiplis is another math application that is sure to motivate and engage students. Available at a low cost for teachers, it encourages students to solve problems in a variety of ways using the properties of mathematics and also incorporates visual models.

For science, we would like to share several applications including Molecules, BrainPop, and Smithsonian’s National Zoo. The app Molecules allows users to view and manipulate 3D models of different molecules within a handheld device. The app begins with a few molecules but also an easy search for additional molecules via the “+” sign. There is a color key indicator that allows the reader to identify the make up of the elements within the molecule as well as the ability to manipulate the image as a ball and stick or completely filled. BrainPop (and BrainPop Junior) provides science videos and activities, and it is most appropriate at the K-8 level; however, it has features applicable outside that range. In addition, BrainPop also has an English as a Second Language (ESL) version (other subjects are also readily available). Lastly, Smithsonian’s National Zoo is a low cost app that takes students on a virtual field trip of the national zoo featuring maps, tours, and animals. Animal species can be explored in detail along with conservation information for all ages. Teachers can make the zoo come alive with several activities.

As stated previously, technology has taken the world by storm. Our students, referred to as “digital natives,” are captivated by the nuances of technology.

Tools such as iPads and social media devices have become students’ tools of choice, and we, as educators, need to continue to be responsive and integrate technology when appropriate. Although this review highlights only a few technology applications available, it is our hope that this inspires you to continue to look further into the world of technology applications.

References

Alhinty, M. (2015). Young language learned collaborative learning and social interaction as a motivational aspect of the iPad. International Journal of Emerging Technologies in Learning. 10(2), 24-29.

Aronin, S. & Floyd, K. (2013). Using an iPad in inclusive preschool classroom to introduce STEM concepts. Council for Exceptional Children, 45(4), 34-39.

AVG (2010). Forget swimming and riding a bike. Retrieved from: http://mediacenter.avg.com/news/forget-swimming-and-riding-a-bike

Bowman-Perrott, C., Davis, H., Vannest, K., Williams, L., Greenwood, C. & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42(1), 39-55.

Clark, K. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-95.

Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171-186.

Dejarnette, N. (2012). America’s children: Providing early exposure to STEM initiatives. Education, 133(1), 77-84.

Hutchinson, A., & Colwell, J. (2014). The potential of digital technologies to support literacy instruction relevant to the Common Core State Standards. Journal of Adolescent and Adult Literacy. 58(2), 147-156.

Liu, B. & Gong, C. (2014). Using the Apple iPad to facilitate teaching and learning in the classroom: A pilot study. Advanced Materials and Research, 1006-1007, 1174-1177.

Mayrath, M., Clarke-Midura, J., & Robinson, D. (2011). Introduction to technology-based assessments for 21st century skills. In Mayrath, M., Clarke-Midura, J., Schraw, G. & Robinson, D. (Eds.) Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Charlotte: Information Age Publishing, 1-11.

Moore, M., & Grisham, D. (2015). The effect of digital technologies on the culture of literacy. California Reader. 48(2), 23-28.

Olmstead, C. (2013). Using technology to increase parent involvement in schools. Tech Trends: Linking Research and Practice to Improve Learning, 57(6), 28-37.

Organisation for Economic Co-Operation & Development. (2011). PISA

2009 at a glance. Paris, France: Author.

Parker, J. & Lazaros, E. (2014). Teaching 21st century skills and STEM concepts in the elementary classroom. Children’s Technology and Engineering, 24-27.

Prensky, M. (2013). Our brains extended. Educational Leadership, 70(6), 20-27.

P21. (2009). Maximizing the impact: The pivotal role of technology in a 21st century education system. Washington:Author. Retrieved from: http://www.p21.org/storage/documents/p21setdaistepaper.pdf.

Quellmalz, E., Timms, M., Buckley, B., Davenport, J., Loveland, M. & Silberglitt, M. (2011). 21st Century dynamic assessment. In Mayrath, M., Clarke-Midura, J., Schraw, G. & Robinson, D. (Eds.) Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Charlotte: Information Age Publishing, 55-89.

Soule, H. & Warrick, T. (2015). Defining 21st century readiness for all students: What we know and how to get there. Psychology of Aesthetics, Creativity and the Arts, 9(2), 178-186.

Westermann, E. (2014). A half-flipped classroom or an alternative approach? Primary sources and blended learning. Educational Research Quarterly, 38(2), 43-57.

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