I am now inclined to think the same Tim. That we adopt iPads for 7-10 then branch out to a BYOD type program for senior students.<div><br></div><div>I suspect we can expect cheaper devices to flow from both Apple and Android as we seem to have reached a point where we cannot do hugely more with screen resolution, big battery life and cloud connectivity. My guess is that we now need to watch the AppStore and integration with other devices as I notice happening now to my phone and desktop with my iPad. Good news for educators is that good apps are becoming cross platform .. albet slowly.</div>
<div><br></div><div>I am curious where the cheaper iPad-mini will slot into the education landscape. Will this be the 1:1 tool that many primary schools have been holding out for?</div><div><br></div><div>Regards Roland</div>
<div><br></div><div><div><div><div name="sig_ef468b11ff" style="margin:0pt"></div><div class="gmail_quote">On 6 September 2012 09:20, Timothy Kitchen <span dir="ltr"><<a href="mailto:TKitchen@strathcona.vic.edu.au" target="_blank">TKitchen@strathcona.vic.edu.au</a>></span> wrote:<br>
<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex">
<div style="word-wrap:break-word">
<div>Hi again folks,</div>
<div><br>
</div>
Personally, I am leaning towards iPads as the main 1:1 device up to Year 11 but then give students the choice (including the use of smart phones, Andriod Tablets, Windows or Apple laptops) for Year 11 & 12.
<div><br>
</div>
<div>A number of schools I have met with this year are also thinking along these lines. The key issue to teacher preparedness and need for well considered user guidelines. </div>
<div><br>
</div>
<div>It's not difficult to see the advantages of the iPad with 12,000 education apps and counting, many text books now available as either eBooks or pdf, new initiatives such as <a href="https://collusionapp.com/" target="_blank">Collusion</a> being invented to aide collaborative
work and annotations and the list goes on and on ...</div>
<div><br>
</div>
<div>The really interesting factor is the decreasing price of Andriod tablets and the inevitable growth in that market (check <a href="http://phandroid.com/2012/05/13/thai-govt-signs-32-8-million-deal-to-purchase-android-tablets-for-education/" target="_blank">this</a> article
about $81 Android tablets in Thailand) - how will Apple compete?</div>
<div><br>
</div>
<div>Ta</div>
<div><br>
</div>
<div>Tim Kitchen</div>
<div><br>
</div>
<div><br>
</div>
<div><br>
<div>
<div>On 05/09/2012, at 10:47 PM, Kevork Krozian wrote:</div>
<br>
<blockquote type="cite">
<div>Hi Folks,<br>
<br>
A typo below. Unanimous choice for learning, studying and interacting by<br>
the Yr 12s was the laptop/MacBook. None favoured the iPad.<br>
<br>
<br>
Kevork Krozian<br>
Edulists Creator Administrator<br>
<a href="http://www.edulists.com.au" target="_blank">www.edulists.com.au</a><br>
tel: <a href="tel:0419%20356%20034" value="+61419356034" target="_blank">0419 356 034</a><br>
<br>
<br>
-----Original Message-----<br>
From: <a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a><br>
[mailto:<a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a>] On Behalf Of Kevork Krozian<br>
Sent: Wednesday, 5 September 2012 6:43 PM<br>
To: elearning Teachers' Mailing List<br>
Subject: Re: [elearning] Query on iPad research<br>
<br>
Hi Tim,<br>
<br>
A great discussion indeed, and thanks to all the contributors.<br>
<br>
Yes, the ancient Tablets did lead to the scrolls, that eventually led to<br>
the iPad :)<br>
<br>
I absolutely agree about mobile digital interactive devices including<br>
BYODs. They are here. The hard part is how can we make the best use them.<br>
<br>
I actually spoke to my Yr 12 SofDev class who have had Macbooks since Yr 9,<br>
and additionally iPads since Term 2 this year . I asked which device allowed<br>
them to learn, study, interact better. The unanimous response was iPads.<br>
I also asked which device they would use if they were forced to choose one.<br>
You can guess the answer. There were no iPad fans because they can't do much<br>
with it relative to the laptops. Perhaps they are getting old ....<br>
<br>
The question does come back to are any schools using iPads at Yr 7 - 12<br>
and if so how are they delivering the curriculum with iPads at the higher<br>
levels ?<br>
<br>
Kindest Regards<br>
<br>
Kevork<br>
<br>
<br>
<br>
<br>
<blockquote type="cite">This has been a fascinating discussion, thank you Kevork for
<br>
</blockquote>
<blockquote type="cite">initiating it.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I tend to agree with Brett's thoughts on the inevitability of small
<br>
</blockquote>
<blockquote type="cite">mobile devices dominating the learning environment.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">When discussing the possibility of a BYOD approach for our senior
<br>
</blockquote>
<blockquote type="cite">students, one of our Science staff wanted to see quantitative data
<br>
</blockquote>
<blockquote type="cite">from a control group study with one class doing BYOD & another not.
<br>
</blockquote>
<blockquote type="cite">The practicalities of such a study and the potential flack from
<br>
</blockquote>
<blockquote type="cite">students & parents gave me some new grey hairs just thinking about it.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The quantitative & qualitative data we have gathered from student &
<br>
</blockquote>
<blockquote type="cite">staff who have been part of our Year 9 iPad program this year has been
<br>
</blockquote>
<blockquote type="cite">interesting. The general trend is that the distraction factor (access
<br>
</blockquote>
<blockquote type="cite">to games & messages) is initially huge but, with good class management
<br>
</blockquote>
<blockquote type="cite">guidelines and the developing maturity of students at this age, the
<br>
</blockquote>
<blockquote type="cite">education benefits outweigh the disadvantages.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">BTW, I still appreciate the ancient technology of scrolls - data from
<br>
</blockquote>
<blockquote type="cite">scrolls has remained unchanged for thousands of years, how long does a
<br>
</blockquote>
<blockquote type="cite">hard disk last?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Also<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Wasn't the original ancient Torah based on a couple of Tablets???<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Ta<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Tim Kitchen<br>
</blockquote>
<blockquote type="cite">Strathcona BGGS<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On 05/09/2012, at 3:31 PM, Groves, Brett G wrote:<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">That was a great response Ken, very thought provoking! I'm off to
<br>
</blockquote>
<blockquote type="cite">research the Hawthorne effect now! (As opposed to the Collingwood
<br>
</blockquote>
<blockquote type="cite">effect where one suffers from unrealistic optimism :))<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Perhaps something that has been overlooked in this discussion, rather
<br>
</blockquote>
<blockquote type="cite">than relatively narrow measures of academic progress, is the affect on
<br>
</blockquote>
<blockquote type="cite">engagement and retention. I picked up one of my old Biology text books
<br>
</blockquote>
<blockquote type="cite">recently in a bookshelf clear out and was stunned by the lack of
<br>
</blockquote>
<blockquote type="cite">graphics and colour and the predominance of huge chunks of text. My
<br>
</blockquote>
<blockquote type="cite">immediate thought was how did I ever learn from this? I suspect this
<br>
</blockquote>
<blockquote type="cite">may well be analogous to what students from a digital generation feel
<br>
</blockquote>
<blockquote type="cite">when we ask them to use books as the primary learning resource.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">My greatest concern, and believe me there are days when I'm not a fan
<br>
</blockquote>
<blockquote type="cite">of 1:1, is that without reflecting what is occurring in the wider
<br>
</blockquote>
<blockquote type="cite">world school will simply lose its relevance to adolescents completely
<br>
</blockquote>
<blockquote type="cite">at home with digital devices irrespective of whether we can
<br>
</blockquote>
<blockquote type="cite">demonstrate specific and measurable learning improvement. In some ways
<br>
</blockquote>
<blockquote type="cite">that broader imperative over arches the initial question. So rather
<br>
</blockquote>
<blockquote type="cite">than asking 'can we show a learning improvement by investing in those
<br>
</blockquote>
<blockquote type="cite">devices' it perhaps should be 'what can we do with the inevitable
<br>
</blockquote>
<blockquote type="cite">reality of these devices to maximise learning improvement.'<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">A little like arguing the relative utility of scrolls compared to a
<br>
</blockquote>
<blockquote type="cite">codex, it's irrelevant since the world has moved on from scrolls no
<br>
</blockquote>
<blockquote type="cite">matter what advantages over a book they may have been perceived to have<br>
</blockquote>
enjoyed.<br>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">My 2 cents anyhow<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kind Regards,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Brett Groves<br>
</blockquote>
<blockquote type="cite">ICT Manager<br>
</blockquote>
<blockquote type="cite">Croydon Maroondah College<br>
</blockquote>
<blockquote type="cite">Croydon Campus<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">From:<br>
</blockquote>
<blockquote type="cite"><a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a><mailto:<a href="mailto:elearning-bounces@edulists.co" target="_blank">elearning-bounces@edulists.co</a><br>
</blockquote>
<blockquote type="cite">m.au> [mailto:<a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a>]On Behalf Of ken price<br>
</blockquote>
<blockquote type="cite">Sent: Wednesday, 5 September 2012 10:22 AM<br>
</blockquote>
<blockquote type="cite">To: elearning Teachers' Mailing List<br>
</blockquote>
<blockquote type="cite">Subject: Re: [elearning] Query on iPad research ....<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Hi Kevork - a very interesting topic.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">For a range of reasons it is not common for a pure experimental model
<br>
</blockquote>
<blockquote type="cite">(treatment and control group etc) to be used in educational settings.<br>
</blockquote>
<blockquote type="cite">Plus, for almost anything involving new technology and students there
<br>
</blockquote>
<blockquote type="cite">is a massive Hawthorne effect - in broad terms students (and teachers)
<br>
</blockquote>
<blockquote type="cite">feel appreciated because they have been given some new toy and some
<br>
</blockquote>
<blockquote type="cite">other students haven't, and this affects their responses. Much of the
<br>
</blockquote>
<blockquote type="cite">derived effects have to be obtained from data obtained in real
<br>
</blockquote>
<blockquote type="cite">classrooms (with all the extraneous variables that involves) by
<br>
</blockquote>
<blockquote type="cite">removing other variables statistically. It's messy.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On top of this there is another question that needs to be considered
<br>
</blockquote>
<blockquote type="cite">(in my view anyway). As well as investigating "does this approach
<br>
</blockquote>
<blockquote type="cite">work?" we also need to consider "does this approach produce better
<br>
</blockquote>
<blockquote type="cite">outcomes than spending the equivalent amount in some other way?" ie an
<br>
</blockquote>
<blockquote type="cite">opportunity cost approach.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The question is not as simple as it looks. For example, a school could
<br>
</blockquote>
<blockquote type="cite">invest $1 000 000 a year in ICT or instead hire about 17 MORE teachers.<br>
</blockquote>
<blockquote type="cite">Which would produce the best outcome? Could you convince your school
<br>
</blockquote>
<blockquote type="cite">of this?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The really interesting part is when you look at one of the approaches
<br>
</blockquote>
<blockquote type="cite">used in some Chicago and Washington(DC) public schools, where a
<br>
</blockquote>
<blockquote type="cite">different way to use the money was tried. It was, simply, to pay money
<br>
</blockquote>
<blockquote type="cite">directly to students based on their educational performance, the
<br>
</blockquote>
<blockquote type="cite">so-called "pay for grades" scheme. Improve your results, get extra
<br>
</blockquote>
<blockquote type="cite">money - waste your time, get nothing. In some (but not all) settings
<br>
</blockquote>
<blockquote type="cite">this has worked remarkably well. <br>
</blockquote>
<blockquote type="cite">Seehttp://<a href="http://abcnews.go.com/GMA/Parenting/story?id=6371073&page=1" target="_blank">abcnews.go.com/GMA/Parenting/story?id=6371073&page=1</a><br>
</blockquote>
<blockquote type="cite">andhttp://<a href="http://abcnews.go.com/Business/story?id=5635010&page=1" target="_blank">abcnews.go.com/Business/story?id=5635010&page=1</a><br>
</blockquote>
<blockquote type="cite">andhttp://<a href="http://www.cps.edu/News/Press_releases/2008/Pages/09_11_2008_PR1.as" target="_blank">www.cps.edu/News/Press_releases/2008/Pages/09_11_2008_PR1.as</a><br>
</blockquote>
<blockquote type="cite">px<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Despite our personal views on the ethics of paying students to
<br>
</blockquote>
<blockquote type="cite">achieve, if we are talking about a significant investment in something
<br>
</blockquote>
<blockquote type="cite">like ICT and claiming it is an efficient way to improve learning, we
<br>
</blockquote>
<blockquote type="cite">need to be able to argue why it is better than (say) a "pay for
<br>
</blockquote>
<blockquote type="cite">grades" scheme. At some stage decisions like this fall into the hands
<br>
</blockquote>
<blockquote type="cite">of beancounters and (to be fair to<br>
</blockquote>
<blockquote type="cite">them) they want to invest money in the best way.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Your other questions re what actual learning takes place is also very
<br>
</blockquote>
<blockquote type="cite">worthwhile, and is the sort of thing that invites personal experiences
<br>
</blockquote>
<blockquote type="cite">from teachers to build an overall picture (rather than a traditional
<br>
</blockquote>
<blockquote type="cite">research model)<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Thanks for raising these important areas of discussion,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Ken<br>
</blockquote>
<blockquote type="cite">On Wed, Sep 5, 2012 at 8:13 AM, Kevork Krozian <br>
</blockquote>
<blockquote type="cite"><<a href="mailto:kevork@edulists.com.au" target="_blank">kevork@edulists.com.au</a><mailto:<a href="mailto:kevork@edulists.com.au" target="_blank">kevork@edulists.com.au</a>>> wrote:<br>
</blockquote>
<blockquote type="cite">Hi Folks,<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Really interesting discussion. You make a great point Ziad.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">The barometer I guess for many years has been John Hattie with his
<br>
</blockquote>
<blockquote type="cite">extensive work on "effect size" with 2 groups holding everything else
<br>
</blockquote>
<blockquote type="cite">as constant as possible except the one difference.<br>
</blockquote>
<blockquote type="cite">Quoting : The most prominent meta-meta-analyst in education is
<br>
</blockquote>
<blockquote type="cite">probablyJohn <br>
</blockquote>
<blockquote type="cite">Hattie<<a href="http://www.education.auckland.ac.nz/uoa/home/about/staff/j.hatt" target="_blank">http://www.education.auckland.ac.nz/uoa/home/about/staff/j.hatt</a><br>
</blockquote>
<blockquote type="cite">ie>, whose work draws on "a total of about 800 meta-analyses, which
<br>
</blockquote>
<blockquote type="cite">encompassed<br>
</blockquote>
<blockquote type="cite">52,637 studies, and provided 146,142 effect sizes [...] these studies
<br>
</blockquote>
<blockquote type="cite">are based on many millions of students" (Hattie, 2009; 15)
<br>
</blockquote>
<blockquote type="cite">-<a href="http://www.learningandteaching.info/teaching/what_works.htm" target="_blank">http://www.learningandteaching.info/teaching/what_works.htm</a><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Actually I recently compiled a long list of resources trying to
<br>
</blockquote>
<blockquote type="cite">separate digitization from eLearning - see <br>
</blockquote>
<blockquote type="cite"><a href="http://delicious.com/kkrozian" target="_blank">http://delicious.com/kkrozian</a><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I would be interested to hear further about what learning actually
<br>
</blockquote>
<blockquote type="cite">takes place rather than what application is used. The paper mentioned
<br>
</blockquote>
<blockquote type="cite">by Trudy is really worthwhile and I recommend people have a look at it
<br>
</blockquote>
<blockquote type="cite">as it does try to balance all the views.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">I would also be very interested to hear from schools who have gone
<br>
</blockquote>
<blockquote type="cite">iPad 7 - 12 and how they have managed delivery of those studies that
<br>
</blockquote>
<blockquote type="cite">require more than what iPads have delivered to date such as VCE IT,
<br>
</blockquote>
<blockquote type="cite">media and existing web based flash based resources such as in LOTE,
<br>
</blockquote>
<blockquote type="cite">Maths, that have not been upgraded to date.<br>
</blockquote>
<blockquote type="cite">Are any schools using remote desktop from the student iPads to teach
<br>
</blockquote>
<blockquote type="cite">any of these classes ?<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kind Regards<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Kevork Krozian<br>
</blockquote>
<blockquote type="cite">Edulists Creator Administrator<br>
</blockquote>
<blockquote type="cite"><a href="http://www.edulists.com.au" target="_blank">www.edulists.com.au</a><<a href="http://www.edulists.com.au" target="_blank">http://www.edulists.com.au</a>><br>
</blockquote>
<blockquote type="cite">tel: <a href="tel:0419%20356%20034" value="+61419356034" target="_blank">0419 356 034</a><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">From:<br>
</blockquote>
<blockquote type="cite"><a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a><mailto:<a href="mailto:elearning-bounces@edulists.co" target="_blank">elearning-bounces@edulists.co</a><br>
</blockquote>
<blockquote type="cite">m.au> <br>
</blockquote>
<blockquote type="cite">[mailto:<a href="mailto:elearning-bounces@edulists.com.au" target="_blank">elearning-bounces@edulists.com.au</a><mailto:<a href="mailto:elearning-bounces@edu" target="_blank">elearning-bounces@edu</a><br>
</blockquote>
<blockquote type="cite"><a href="http://lists.com.au" target="_blank">lists.com.au</a>>]On<br>
</blockquote>
<blockquote type="cite">Behalf Of Ziad Baroudi<br>
</blockquote>
<blockquote type="cite">Sent: Tuesday, 4 September 2012 10:51 PM<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">To: elearning Teachers' Mailing List<br>
</blockquote>
<blockquote type="cite">Subject: Re: [elearning] Query on iPad research ....<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Many argue that validity in the sense used by scientists cannot exist
<br>
</blockquote>
<blockquote type="cite">in most areas of educational research. I once read something written
<br>
</blockquote>
<blockquote type="cite">by Seymour Papert in which he says that something such as "using a<br>
</blockquote>
computer"<br>
<blockquote type="cite">is not a single variable we can study while keeping all else constant.
<br>
</blockquote>
<blockquote type="cite">The whole point of using a computer is that it changes everything.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Even when iPads have been around for a long time and meta-research is
<br>
</blockquote>
<blockquote type="cite">available on their "effect", we will be looking at an average
<br>
</blockquote>
<blockquote type="cite">"effective size" that brings together all kinds of different uses of
<br>
</blockquote>
<blockquote type="cite">the device. Two studies, one hugely successful and one hugely
<br>
</blockquote>
<blockquote type="cite">unsuccessful, may result in an average effect size that is close to
<br>
</blockquote>
<blockquote type="cite">zero. It would be more useful to look into the details of the
<br>
</blockquote>
<blockquote type="cite">successful study to see what practices we can adopt.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Sincerely,<br>
</blockquote>
<blockquote type="cite">Ziad.<br>
</blockquote>
<blockquote type="cite">On 4 September 2012 21:33, Hutchison, Geoffrey G <br>
</blockquote>
<blockquote type="cite"><<a href="mailto:hutchison.geoffrey.g@edumail.vic.gov.au" target="_blank">hutchison.geoffrey.g@edumail.vic.gov.au</a><mailto:<a href="mailto:hutchison.geoffrey.g@e" target="_blank">hutchison.geoffrey.g@e</a><br>
</blockquote>
<blockquote type="cite"><a href="http://dumail.vic.gov.au" target="_blank">dumail.vic.gov.au</a>>><br>
</blockquote>
<blockquote type="cite">wrote:<br>
</blockquote>
<blockquote type="cite">Good luck Kevork on finding valid education research. Very little is
<br>
</blockquote>
<blockquote type="cite">valid in the sense that double blind trials are almost non-existent
<br>
</blockquote>
<blockquote type="cite">and the use of control groups rare.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Virtually all education research is anecdotal in terms of evidence,
<br>
</blockquote>
<blockquote type="cite">and thus invalid in terms of true research.<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">Geoff Hutchison,<br>
</blockquote>
<blockquote type="cite">McGuire College<br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite"><br>
</blockquote>
<blockquote type="cite">On 4/09/12 6:24 PM, "Kevork Krozian"<br>
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<blockquote type="cite"><<a href="mailto:kevork@edulists.com.au" target="_blank">kevork@edulists.com.au</a><mailto:<a href="mailto:kevork@edulists.com.au" target="_blank">kevork@edulists.com.au</a>>> wrote:<br>
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<blockquote type="cite">Hi Folks,<br>
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<blockquote type="cite"> If I may ask a very broad question, is anyone across recent
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<blockquote type="cite">research covering the impact of iPads and apps in learning
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<blockquote type="cite">achievement/improvement at any level ( primary, secondary, tertiary ) ?<br>
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<blockquote type="cite">Specifically, I am wondering if there is a control group of any type
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<blockquote type="cite">such as alternate tablets, mobile devices, netbooks, MacBook Air,
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<blockquote type="cite">MacBook Pro etc etc.<br>
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<blockquote type="cite">Additionally I am wondering if a baseline is used in the study such as "<br>
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<blockquote type="cite">Both groups, control and iPad users entered the study at VELS level x.<br>
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<blockquote type="cite">At<br>
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<blockquote type="cite">the end of the study the control group was at y and the iPad users
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<blockquote type="cite">were at z on the VELS or any other measurement used".<br>
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<blockquote type="cite">Generalized findings such as students showed improvement in
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<blockquote type="cite">confidence with the use of technology or could read better ( than
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<blockquote type="cite">what ? not having any technology or having a laptop or working in
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<blockquote type="cite">labs ? ) will not be as useful IMHO.<br>
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<blockquote type="cite">It is a topic that has come up in discussion and I am looking for
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<blockquote type="cite">both research as well as anecdotal evidence from schools on the iPad
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<blockquote type="cite">journey if I may please.<br>
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<blockquote type="cite">Kind Regards<br>
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<blockquote type="cite">Kevork<br>
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<div>Dr Tim Kitchen<br>
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Strathcona Baptist Girls Grammar School<br>
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<br>"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed it is the only thing that ever has." --Margaret Mead<br>
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