Why Can't the iPad Do EVERYTHING?

Summary:

            This article discusses the practicality and potential for iPad use in the classroom.  It asks what the iPad can do that we cannot do on our own, and wonders if this piece of hardware will really revolutionize teaching and learning.

Response:

            When I first saw the iPad, some late night talk show host was doing some bit about maxi pads, which was annoying.  However, after I looked into the product, I didn’t hold it in a much higher regard.  I wondered what I’d do with a computer screen without a keyboard that, in my opinion, I would very easily break.  Later I grew to appreciate their portability at the very least.  After we started the app of the day for tech class, I started to see how iPad applications might make my job a little easier.  My classmates have shown me apps that can help with attendance and data entry for formative assessments.  That alone would save me hours, if not days, throughout the entire school year.  Sure, I could probably do most of what the iPad can do on a browser or with pen and paper, but an efficient, time-saving app would make my life slightly less stressful.

Also, this article really ragged on the fact that the apps for students are mostly content drill-and-skill.  I can see that in some cases, but the example the authors used was: “ABD phonics functions much like traditional flashcards with the added benefit of having audio and phonetic representations of words to be learned.”  To me, this seems like multi-modal presentation of data.  It might be more effective to have students create representations of data on their own, but three different methods of word representation are bound to be more effective than the traditional flashcard.    

And I don’t feel as if this article did justice to the collaboration that can happen through iPads.  The authors point out that we need to consider how students learn today, and we should move away from basic behavioral models of teaching.  I feel as if technology could help us do so with collaboration on a small or even large scale.

As far as potential, I agree with this article—things could almost always be better.  At this point, I see the iPad as a tool, not a classroom-transforming magic mirror.  Still, I’ll take all the tools I can get.  These applications, and technology in general, have the potential to help my classroom run more smoothly.  

Opinion:

            There are a few things that irritated me about this article.  I absolutely despise arguments that make no sense from people who are opposed to something and can’t seem to think of a better reason why: “There is also a growing sense that game and gaming devices such as XBox, PSP and Wii are being considered viable learning technologies in K-12 settings.”   I didn’t see an example or a citation for this bit of information.  I could see someone completely opposed to technology in the classroom reading that and thinking, “Oh, great.  First, it’s that iPad.  Next they’ll be playing video games and killing things in class.”  It reminds me of gay marriage opponents: “Next thing you know, we’ll all be marrying goats.”  Wait, what?  I respect your opinion, but please give me something more sensible than that.

            Efficiency is sometimes a lifesaver.  Yes, we could write all of this down rather than typing it.  Yes, there is an analog version of writing.  But aren’t we creating more because we’re creating faster?  I’m not saying that more is always better; I’m saying that more time sometimes leads to more elaborate creations, or complex thoughts, or deeper meaning.  I understand WHY the authors asked what they asked (what can we do with this giant iPod Touch that we couldn’t do already?), but I don’t think that’s the question I would have asked as an educator. 

I do appreciate that they bring up the cost- and waste-effective benefits of the iPad, as I believe that’s a great thing to consider when pondering the uses of technology. 

            Another quote that bugged me a little: “We cannot point to a single application that steps up to modern understandings of how people learn.”  The tools aren’t supposed to do the teaching; we’re the teachers!  We should have that understanding and use the tools to help our 21^st-century learners.  I’ve never been given a tool that teaches a lesson for me.  I’ve been given materials and ideas, but questioning and true instruction come from the teacher’s knowledge of content and student need.  Again, I feel like this article was sometimes asking the wrong questions and approaching the usefulness of the iPad in the wrong way. 

            Anyhow, I’ve been typing for a really long time now—lit review revision day.  I hope that entry made sense!  Have a terrific Tuesday evening!