I recently read an article by Deanna C.C. Peluso who discussed using resource tools such as iPads in the classroom setting. Peluso noted that many schools throughout North America do not provide students with hand-held devices to use in the classroom. However, many teachers are allowing students to bring personal devices to school for educational purposes, such as research, and to access educational applications or “apps” to accomplish learning objectives. Peluso questioned if iPads were educationally beneficial and if allowing students to bring iPads in the classroom was just a “bandwagon effect” for teachers to integrate technology after President Barack Obama’s “Educate to Innovate” campaign, which encouraged educators to incorporate contemporary technologies in the classroom. Contemporary society requires “educational curriculum and teachers to engage in the role of preparing young people for escalating expectations and demands of the globalized workplace” (Peluso, 2012, p. 125).

There are professional development opportunities which acknowledge revolutionary resources as a necessity to students’ lives.  These sessions expose teachers to innovative technologies that formalize learning in ways that students interact with technology. Peluso suggested that researchers continue to investigate how iPads can be appropriately integrated into the classroom setting.  Likewise, Peluso added that researchers need to seek feedback from students on which applications helped them to learn concepts and to compile a list of appropriate learning “apps” for students to use inside of the classroom.

Reference

Peluso, D. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? British Journal of Educational Technology, 43(4), E125-E127. doi: 10.1111/j.1467-8535.2012.01310.x