iPads

The original world wide web distributed information in new and exciting, multimedia ways. Web 2.0 introduced the ability easily write and collaborate on the web, connecting people with one another. With Web 2.0 people naturally want to know what will Web 3.0 be? Generally, commentary on the future of the web follows one of two tracks: In education, while iPads are within reach, responsive technologies have yet to be effectively harnessed. The low cost of iPads (compared to computers) and the ability to use them for textbooks are leading attractions, along with comparatively low cost apps. In the Knoxville area, Webb School and the new magnet school for math and science have adopted one-on-one iPad use throughout the schools. Here are some other reports:
 * __iPads - Really?__**
 * ubiquitous computing through the use of mobile devices (phones, ipods, tablets, netbooks, etc.)
 * responsive computing harnessing the power of computer data gathering and logic applications to evaluate the data gathered and act on those evaluations (Amazon's recommendations based on past purchases, NetFlix suggestions for movies you might like, iTunes Genius feature, some online games, etc.).

__ [] __ While the time seems really short for a claim of the sort in the following article, nevertheless, here is an article claiming higher test scores using iPads, __ [] __. There is somewhat more research on the benefits of having one-to-one computing, which an iPad helps (in part because it is perceived to be easier to use than a laptop): __ [] __.
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I. As the links above (and many more articles on iPads) indicate, the main reason often given for adopting iPads is for text material (textbooks) - for two reasons:
 * __Why iPads?__**

> A. Economic advantages - Textbooks are extremely expensive. Production costs are high with color illustrations demanding expensive printing techniques, wear demanding sturdy bindings, and the adoption process requiring very broad coverage for the subject matter. Textbooks have a small purchase base (compared to retail bookstore books) and a short shelf life with new editions published regularly to avoid anachronisms. A student taking 5-8 classes per year can generate a textbook bill of $500-800+/year. Average costs are pushed still higher by the number of books that are damaged or lost in the course of a year. Online textbooks can drop the cost of a textbook by 50% or more, and eliminates the problem of lost or damaged materials, as textbook content licenses are secure. Some iPad costs may be offset when students have their own, or at least parents are more accepting of the iPad cost in contrast to such high textbook costs.

> B. Instructional infrastructure - For many years text materials in most disciplines have been supplemented with audio and visual materials in teacher packets, on computer use CD/DVDs distributed with each copy of the book, or with online materials available by login to the students or teacher. Content coordination with these "extras" required extra effort on the part of the teacher. Technology issues also could create barriers, even with a motivated teacher. iPads integrate audio and visual content partners with text in the textbook virtually seamlessly.

In addition to the textbook rationale, two other reasons contribute mightily to adoptions of iPads:

II. Multimedia creativity - "Reading, Writing, and Arithmetic" literacies today go beyond text depictions of these skills to expressions that display visual literacy, auditory discrimination, and critical thinking, generally displayed through the use of multimedia. The iPad automates media input, editing, and output in one tightly integrated package that avoids many of the former technical issues involved with getting cameras, microphones, computers, editing software, etc., working together.

III. Apps (Direct delivery of interactive learning applications) - Whether through internet access or by standalone apps, the touch screen interface of the iPad makes content interaction with the student extremely easy. A wide array of issues from curricular content, to teaching- and learning- style variations make the opportunities here very uneven.

There is an Atomic Learning tutorial at __ [] __. Reading about the iPad is part of the iPad experience, but for some the screencast tutorial may be more effective in achieving useful instruction on actually using the iPad.
 * __iPad - How?__**

__**Performance Record**__ - Read at least a couple of the articles linked under the heading "iPads-Really?" above to get an overall sense of iPad deployment in schools. - Then, to get an idea of what it is like to read a book on an iPad, use the iBooks to read a chapter from one of the following Books or PDFs: Take a look at a few (at least) of the Atomic Learning sessions on the iPad.
 * __iPad User Guide__ (directed toward the original iPad)
 * __iPad2 Starter Guide__
 * __iPad User Guide for iOS 4.3__
 * __iPad: A Magical and Revolutionary Guide__ (PDF Collection)

Please respond to the questions raised in the discussion group for CPED 5300 for the topic iPADs.