Tablets Add Value to Learning Deborah S Young University of New England EDU 701.

Tablets Add Value to Learning

Deborah S YoungUniversity of New England

EDU 701

The InnovationEach child in grades K-5 will have access to a tablet (such as an iPad)

Each teacher will be trained to integrate these tablets his/her classroom on a daily basis

Tablets will be used for individualized and differentiated instruction

History of tablets in the classroomTablets are a relatively new technology for use in the classroom

Many schools have laptop or computer lab access; tablets add new features, in addition to portability

Tablets are versatile and can focus on the abilities, interests and learning styles of the student.

Tablets take classroom technology into the 21st century

How Some Classes Have Used TabletsGaming

Supplemental Learning

Facts practice – Addition, Multiplication

Time Filler

Why a tablet?Less space, lighter-weight

Individualized applications, highly interactive

Touch Interface is more intuitive

Long battery life

On-line access

Price

Data CollectionTeachers will be surveyed to determine most common uses for existing tablets and training needs.

Student progress will be monitored within a class utilizing existing laptops.

Cost-benefit analysis will be compiled using data from laptops and computer labs versus tablets.

Student and parent preferential data will be collected and presented to stakeholders.

Critical IssuesTablets must be integrated, not imposed

Teachers need training

Student expectations and use must be clear

Devices must be secure

Devices break

Integrating, Not Imposing Tablets

Some teachers, parents, community members may see these tablets as an imposition

Resolution: Demonstrate through a web-link, the benefits of an integrated technology system. Hold a forum for questions and answers.

ISLLC Standard:Standard 4 – An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resource

Function C – Build and sustain relationships with families and caregivers

Function D – Build and sustain productive relationships with community partners

Teachers Need Training

On-going training opportunities must be provided in order to optimally utilize the classroom tablets

Resolution: Opportunities for in-house trainings and mentorships will be arranged.

ISLLC Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Promote the use of the most effective and appropriate technologies to support teaching and learning.

Student Expectations and Use Must be ClearStudents may want to use the tablets to play games, message friends, or join social network sites.

Resolution: A written form, signed by both student and parents, will outline the usage expectations for the technology.

ISLLC Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Function E: Ensure that teacher and organizational time is focused to support quality instruction and student learning.

Devices Must be Secure

As with any web-based technology, filters and firewalls must be in place, along with password-protection and privacy.

Resolution: Maintain or upgrade technology security


Function C: Promote and protect the welfare and safety of students and staff.

Devices May Break

To provide for an accident or mishap with a tablet, a plan must be in place for repair or replacement of the device.

Resolution: All devices will be insured at no or minimal cost to the parent.


Function B: Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources.

Timeline of Events: 1

An anonymous survey will be distributed to teachers to determine what technology is currently being used in the classrooms. This survey will also include level of comfort with technology use, and possibilities for training other teachers if one wishes to share his/her expertise.


Based on observations completed by the educational leader, student progress will be monitored within a class utilizing existing laptops, solely to determine the effectiveness of augmenting with technology. Anecdotal evidence will also be collected from teachers utilizing technology.


The business manager will compile a cost-benefit analysis using data from laptops and computer labs versus tablets. Evidence over several past years will be analyzed to determine expenditures vs. savings for purchase of tablets. This report will be presented to stakeholders and available to the public.


The school will send surveys and questionnaires to students and parents, asking questions regarding technology preference at school and at home. An open forum will be arranged for a face-to-face presentation and question/answer session.

Engaging Staff, Step 1

As the instructional leader, I will present information (research, data, and other evidence) at a staff meeting, showing the effectiveness of the use of tablets in the classroom. I will have asked several teachers to provide anecdotal evidence of how they utilize the technology in their classrooms and what results they have seen from students. This will be followed-up with a question/answer session and by asking all teachers to complete and submit a survey.


After survey results have been examined and tallied, I will note what the current classroom use is for tablets and develop a strategy for a positive influx of the new technology into all classrooms. Teachers and staff who are adept at applications will be approached to teach mini-workshops, sharing sessions, and mentor other teachers. Time for this learning will be provided at late-arrival/early-release days, and throughout the year.


Staff will be able to access a link through the school website to view commonly asked questions, or to pose a question of their own. The link will also contain a list of other staff members to whom a question may be posed in person. In addition, the link will also include success stories: both student and adult.

ConclusionNow is the age of the tablet. We have high-powered computers that can provide enrichment through an intuitive touch screen interface and the education world is taking notice. More and more classrooms are imagining the curriculum in the context of each child having his or her own tablet, yet some educators, parents and community members remain skeptical. If successfully implemented, the tablet can provide individualized supplementation and differentiated instruction in each and every classroom.

References Green, R. L., (2013). Practicing the art of leadership: a problem-based approach to implementing the ISLLC standards. Upper Saddle River, NJ: Pearson

Schneider, B., Jermann, P., Zuffery, G., Dillebourg, P. (2011). Benefits of a tangible interface for collaborative learning and interaction. Learning Technologies. (Vol. 4, No. 3) pp 222-232.

Tablets Add Value to Learning Deborah S Young University of New England EDU 701.

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