TEC 964: iPod Touch / iPad in the Classroom
Course Description
The iPod Touch and iPad (and now the iPad Mini) have tremendous potential in the classroom to revolutionize the way students learn and teachers teach. The iPod Touch and iPad are powerful computers, with more processing power and storage than a top-of the-line desktop computer had just a few years ago. With hundreds of educational and reference programs available, the iPod Touch / iPad literally bring the world (by way of the Internet) into your hands. This course will focus on curricular uses of several programs (most of them free) now available.
A unique program, developed specifically for use with this course, will simulate an iPod Touch / iPad on a standard computer screen (which in turn can then be projected for the entire class). This virtual iPod Touch and iPad simulator will demonstrate the basics of the iPod Touch and the iPad, such as how to add and access programs, share data, and work collaboratively.
The material presented in this course (whether presented in written or multimedia format) is designed to maximize the learning experience while focusing on creating useful and meaningful teaching materials. Each lesson reinforces the International Society for Technology in Education standards. Evidence of learning is tied directly to stated objectives and assessment is based on pre- and post-course surveys as well as successful completion of all assignments.
Primary Learning Outcomes
Upon completion of the course participants shall:
• Learn the basic functions of the iPod Touch / iPad.
• Find the right software and hardware to address their educational needs.
• Integrate new technology into the classroom environment.
• Explore and use various educational software programs for the iPod Touch / iPad.
• Learn the data collection and analysis capabilities of the iPod Touch / iPad.
• Use modeled teaching strategies to instruct others in the use of iPod Touch / iPad software.
• Develop strategies to search and evaluate effectiveness of curricular iPod Touch / iPad software.
• Analyze digitally stored Information and foster creativity and collaboration.
• Become familiar with and apply ISTE standards as they relate to iPod Touch / iPad-based lessons.
Standards Based Instruction
Assignments contained within this course meet several important proficiency guidelines as defined by ISTE (International Society for Technology in Education) in their NETS (National Educational Technology Standards). SEE MORE
Course Materials
• iPod Touch / iPad in the Classroom workbook, by Steve Young
• Virtual iPod Touch and iPad simulation software for Mac and PC, by Steve Young (on CD-ROM)
Minimum System Requirements
Hardware/Peripherals:
Computer with a CD-ROM drive, Internet access
iPod Touch / iPad simulator requirements:
Windows
• 1.8GHz or faster processor
• Microsoft Windows XP or newer
• 512 MB RAM (1GB of RAM or more recommended)
Mac OS
• PowerPC G3 or newer
• Mac OS X v10.3 or greater
• 512MB of RAM (1GB of RAM or more recommended)
Course Requirements
Computer with CD-ROM drive; modern operating system (OSX [10.3 or above] or Windows [XP or above]); Internet connection. An iPod Touch / iPad is not required to complete the course. All assignments may be completed without classroom participation.
Assignments (totaling 100 points, maximum):
Pre-course survey (4 Points)
“Pockets of Potential” reflections (10 Points)
Pod Touch / iPad - Intro
Survey of apps on the iPod Touch / iPad Simulator (10 Points)
Record of experience emailed to instructor (10 Points)
iPod Touch / iPad - Curricular Applications
Exploring apps with iTunes (10 Points)
Exploring apps at selected websites (10 Points)
Exploring teacher productivity apps (10 Points)
iPod Touch / iPad - Curricular Exploration
Software evaluations (3) (3 @ 5 Points each - total 15)
Lesson plans (3) (3 @ 5 Points each - total 15)
Post-course survey (3 Points)
Standards Correlation Chart (3 Points)
Course Evaluation
Grading Scale
Letter grades, should one be requested, will be on the following scale:
90% -100% = A 80% - 89% = B or ‘Credit’ 79% or below = ‘No Credit’
Evidence of Learning
Students will be evaluated on the ability to follow directions as described in the workbook to complete all required projects. Written assignments should contain reflective responses applicable to their personal and/or professional experiences which indicate they have put thought and effort in to their replies.
Grading Rubric |
Exemplary (A) |
Passing (B or Credit) |
Failing (No Credit) |
Effort and Perseverance |
All projects were continued until they were completed, and at times, basic requirement were surpassed. Effort set forth apparent and exceeded expectations. | With a bit more effort and dedication project could have improved; lacks finished quality; appeared to be done with indifference. | Project(s) incomplete or lacking essential elements. Seems hurried to "just get it done" and move on. |
Craftsmanship and Consistency |
Project completely and patiently done with attention to detail; it was as good as hard work could make it. Neatness and pride in presentation readily apparent. Reviewing was a pleasure. | Average craftsmanship but not as good as possible with more care, time, effort and attention to detail. Quality varied from project to project. |
Below average effort. Overall a basic lack of pride in work. Sloppy in both content and presentation. |
Written Assignments |
Depth of thought with thorough, candid, reflective replies presented with interest and enthusiasm. Few errors in spelling, punctuation, grammar. Enjoyable to read. | Replies seemed vague and generic. Errors in grammar, spelling and punctuation a distraction. Neatness lacking. Seems rushed. Doesn't seem to be focused or engaged in topic. | Assignment(s) missing or incomplete. Failed to follow directions "Yes"-"No" replies without discussion justifying response. |
Lesson Plans |
Enthusiastically developed creative and engaging lesson plans which thoroughly incorporated the topic in to the curriculum and were grade and skill level appropriate. | The lesson plans incorporated the topic selected, but not as detailed or engaging as hard work could make them; not grade or skill level appropriate. | Lesson plans incomplete or did not demonstrate incorporation of the topic chosen. |
Instructor/Student Contact
I will email you to verify receipt of your registration and let you know I am preparing your materials for shipping (usually the next day), and again once I have submitted your grade to FPU (in addition I will send you a copy of your grade via surface mail). You will also be asked to e-mail me as part of your required course assignments (see page 73 of your workbook). But please never hesitate to contact me at any time as you work through the material - that’s why I’m here! If contacting me, email is preferred (my position with FPU is my second job, so Monday through Friday I’m in the classroom, just like you!) but feel free to phone my home during the day as my wife, Becky, is home to field calls and take messages.
Schedule of Topics and Assignments
Assignment 1: Pre-Course Survey
Assignment 2: “Pockets of Potential”
Assignment 3: Virtual iPod Touch Checklist
Assignment 4: Instructor Contact
Assignment 5: Exploring the iTunes App Store
Assignment 6 Exploring App Website
Assignment 7: Teacher Productivity and Special Needs Apps
Assignment 8: Software Evaluation 1
Assignment 9: Software Evaluation 2
Assignment 10: Software Evaluation 3
Assignment 11: Lesson Plan 1
Assignment 12: Lesson Plan 2
Assignment 13: Lesson Plan 3
Assignment 14: Standards Correlation Chart
Assignment 15: Post-Course Survey Course Evaluation
