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iPad - Brett Clarke

The iPad 2 - evolutionary rather than revolutionary compared to the iPad

1, but the improvements are important for education use in my view.”

I wrote the above comment in a national online education forum early in 2011 and it generated much discussion: So why iPad? Why iPad2 over the original? Why not Netbooks, Laptops, Desktops?

Whilst one size does not fit all (and I know some readers will be philosophically opposed to the tightly managed ecosystem of the iPad’s iOS operating environment by Apple) Apple’s approach has significant benefits in the school environment in terms of manageability and uptime - both VERY important in large deployments where the device has little tech support and just needs to work.

OK. What’s new in iPad2?

Yes, the iPad2 has 2x faster dual core processor and 9x faster graphic chip than its predecessor, but these are only technological enablers - educationally, what does this mean?

In combination with the above, iPad 2 now has dual (front & back) cameras, therefore it now can run the iMovie and GarageBand applications (about $5.00USD each) which, in essence, means you can carry full film and audio recording and production studios in your hand. This is very useful in schools for capturing the learning environment and student performance in Phys Ed, Drama, Dance, Science, S&E, LOTE, Media Studies etc - especially when it can be edited/created immediately on the device.

With the same WiFi connectivity and (optional) 3G broadband data plans from your choice of provider (Telstra, Optus, Vodaphone) as the original iPad,

the iPad2 with cameras now becomes a great Skype device and therefore also has VoIP phone capabilities – an add-on which could facilitate remote education and tutoring

This is all in addition to the iWork suite of software launched with the original iPad which provides an ‘Office” suite of Word Processing, Desk Top Publishing, Slide Presentation and Spreadsheet applications which are the bread and butter applications for most desktop and laptop deployments in education.

So the iPad2 has a full suite of (Microsoft compatible) ‘Office’ apps, AV and multimedia/photo editing capabilities just like its laptop/netbook cousins. Standard software availability – Tick!

At last with iPad2, comes support for full VIDEO OUT (like a ‘normal’ computer) courtesy of the more powerful graphics chip installed, so that it can be connected to a TV/projector where you can see the normal iOS (desktop) screen and whatever is happening in the application.

Note 1: The original iPad could only show content such as movies and slideshows via a TV/projector, so that great 3D interactive brain or periodic table app you could see on the device, could not be viewed by the whole class.

Note 2: A future article will describe how, in combination with the ‘AppleTV’ device connected to your projector, content from the iPad2 can be sent to the projector wirelessly for viewing!

Teachers can also use a stylus (or finger) to annotate slideshows and student work submitted as PDFs and therefore mark up digital ‘papers’ just like teachers did with their old red pen on paper (sadly that’s not a feature of iPad2, just the touch based iOS). Those who might have worked with older touch based tablet programs in schools using Toshiba or ACER laptop tablets will know of these benefits – albeit in a much larger and heavier form factor.

The iPad contains many additional sensors that make the device ‘situationally aware’. That is, iPad knows where on the Earth it is and in which direction and orientation it is travelling and/or pointing. This is achieved through the gyroscope, accelerometer, magnetometer and the GPS chips (3G version only) and is a significant functional differentiation with respect to netbooks and laptops that have none of these capabilities.

Putting the COOL in SCHOOL

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Augmented reality (which requires GPS) involves overlaying computer generated data/images on top of what the camera is ‘seeing’ real time and has huge educational applications; and would be enough reason for me to recommend buying the 3G enabled versions of the iPad, even if you don’t put a SIM card in them.   (The iOS ‘assisted’ GPS with a 3G SIM card - also works indoors, though not as accurately, but well enough for many applications).

Many applications in Society & Environment, Science and Physical and Outdoor Education for starters spring to mind. Imagine transacting a path through a local town and being shown an historical view of the street you are walking down from 100 years ago or information about the trees or architecture you are walking past; or holding iPad up to the sky (day or night) and having the stars and planets overlaid on your view; or being out on an orienteering activity and having a range of distance, direction and bearing data overlaid on the screen as you look through the iPad’s camera view towards various landmarks.

Some of these sensors have already found their way into gaming devices such as the Wii and the Xbox, but the iOS ecosystem is the first to employ such

sensors in a more ‘generic use’ mobile platform like Apple’s iPad2.

If you carefully consider what ICTs are used for, for more than 95% of the time in schools, then the iPad2 can do it all, and some things (because of its situational awareness) that laptops/netbooks/desktops, simply can’t. In fact, the wide range of applications that iPad2 can support that a normal netbook, laptop and desktop can’t, is exactly the reason why schools should consider adopting them!

There are, however, a great many schools whose application/software environment consists of little more than Microsoft Office. These schools may not be ready for the power of iPad2! But maybe that’s exactly the reason they should get iPads – to confront their community with what appropriate technology really could be doing to assist and augment children’s education beyond typing assignments or more PowerPointlessness!

Beginning with the iTunes store and the iPhone early in the last decade, Apple with the release of the iPad2, continues to extend their lead in defining what mobile devices and their ecosystems need to be, both for the consumer and education markets.

With what the iPad2 can do, it really puts the COOL in sChOOL!

BRETT CLARKE

REFERENCES

http://www.ipadsforeducation.vic.edu.au/

http://bigpondnews.com/articles/National-Regional/2010/05/28/Vic_students_give_iPad_the_thumbs_up_467215.html

http://slidetolearn.ning.com/

http://ipad.redlands.qld.edu.au/

http://www.arnnet.com.au/article/348421/computelec_no_place_education_ipad/

http://forums.whirlpool.net.au/archive/1569448

Brett Clarke has been a Head of Department of ICT in large government Secondary Schools, an ICT Curriculum Integration Coach in Catholic education and most recently, concluded a seven year stint as the Director of Information Services at the independent K-12 Presbyterian Ladies’ College in Perth, where he lead the management of their widely acclaimed 1:1 Apple Mac Book programme.

He has been an Examiner and Chief Examiner of the senior secondary courses of Computer Science and Applied Information Technology and an achievement standards moderator for all ICT courses across WA over the past 20 years. During the 1990s, he published 20 separate print and digital resources to support ICT education courses in WA Schools.

Brett was awarded the international honour of “Distinguished Educator” by Apple Inc in 2002, and has written for the West Australian Newspaper, interviewed in various media formats and has presented at State, National and International Education Conferences on the influence of technology on education futures and practice.

When should a child be introduced to the notion of university study and a

career requiring tertiary education?

Currently, schools put considerable emphasis on this matter as students hurtle towards Year 11, but for those with little knowledge of, or familiarity with anyone who may have attended a university it is likely to be far too late to have a student ready to pursue this pathway.

Therefore, should the education system, even in the primary years, be attempting to whet the appetite of children for courses in universities, and also give them a realistic picture of the work habits and grades required to pursue such dreams?

At Curtin University’s School of Education we are now working with many State Primary Schools and composite Primary/Secondary Schools in both the Catholic and Independent sectors to encourage this.

The Federal Government and the Universities in Western Australia are keen to see students from lower socio economic groups undertake University

studies. In the distant past (the 60s), Commonwealth Scholarships for bright students entering Year 11, and more for students commencing University, were available to a wide range of students. These also acted as a marketing tool for higher education.

Today we need a new approach to inform, entice and encourage students and their families to consider this possible pathway for their child/ren. Schools need to be at the centre of this, supported by the tertiary institutions, and thought given to the various forums available to promote careers and courses available at university. Australia can only be a smart and lucky country if we tap into all the talent available, not just those traditionally accessing post-school studies.

MARGARET HERLEY Director: Office of Professional Experience School of EducationCurtin University

By contacting the ICEA Foundation they will be able to provide your school with

the necessary steps in raising an awareness of indigenous culture and reconciliation. If your school is keen to get involved, you can make contact via their website: www.iceafoundation.com.au which will point you in the right direction, providing information on the culture and the steps necessary to engage with indigenous groups of your school’s location and original land to promote reconcilation in your community.

THE ICEA FOUNDATION’S GOAL IS TO BRIDGE THE GAP BETWEEN NON-

INDIGENOUS AND INDIGENOUS COMMUNITIES AND TO INITIATE A

PROCESS OF UNDERSTANDING AT A GRASS ROOTS LEVEL.

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FORM OF DIRECT MARKETING TO WA SCHOOLS!

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As part of our ONLINE e-SCRIBE Newsletter we advertised a subscription competition in May 2011. SCRIBE

Sponsors, “KidzaBuzz” gave away TEN of their Voucher Books containing hundreds of exciting ideas and activities for WA families. The May winners were;

Mrs Rose Moyle - St Josephs School, PembertonSt Pius X Catholic College - ComoMiss Justine Platel, Curtin UniversityMr Gary de-Vries, Applecross Safety SolutionsBeeliar Primary School - BeeliarMs Helen O’Toole - Padbury Catholic PrimaryMs Lisa Legg - St Stephen’s School, DuncraigMrs Hillary Bradley - Perth CollegeMs Di Turner - John Forrest Secondary College, MorleyMr Larry Gleeson - Adam Road Primary School, Bunbury

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