This course supports Cycle 3 of our Collaborative Action Research Project in the High School at the Western Academy of Beijing. Our main focus will be:
To explore how to use the iPad for transformative learning. In which areas is an iPad a better learning tool than the MacBook Pro?
In May 2013 we completed the analysis of Cycle 2 of our Action Research iPad project. We found that:
- For a school that is already 1:1 MBP, the iPad does not outperform the computers in most areas. As one teacher put it, “MacBooks are the real workhorse,” and the student data reinforces that, with over half of students either unsure or disagreeing that iPads are an effective learning tool.
- The areas where the iPad outperformed the MBP were in areas where the iPad was used at the redefinition level of the SAMR model. The iPad allowed for the creation of new tasks, which were previously inconceivable, even on the MBP such as using Coaches Eye and NearPod.
- While we initially believed institutional ownership of the iPads would not be viable, given the iPads individualized nature, if only used for specific, transformative tasks, iPad carts seem a more reasonable way to go, rather than implementing 2:1 policy for 2013-14.
- By far our biggest surprise lay in the power of the action research process to create a community of empowered learners. Almost without fail, when surveyed as to the highlight of this project, for them, teachers replied, “Sharing ideas,” “It was interesting to see how different teachers utilized the iPads in their classroom,” and “Teachers from different departments work together, share ideas, and inspire each other. You can think out of box that iPads can be used in different ways in different subjects.”
Thus, we feel the need for another cycle, exploring how to use the iPad for transformative learning.