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That may sound counter-intuitive -- why have them watch a video when she's right there?\u003c/p>\n\u003cp>Because, as both she and her students put it, sometimes they understand on the third try, or when it's explained differently. \"There's more than one way to solve something,\" Mitchell says.\u003c/p>\n\u003cp>It's also important to note that students aren't watching videos for the entire class time -- they watch the videos intermittently, between solving problems on the board and working in groups, and answering Mitchell's questions.\u003c/p>\n\u003cp>Here's a short video by Lenny Gonzalez showing what that looks like.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.vimeo.com/19271416\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296171975,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":116},"headData":{"title":"Videos + Teacher in Class = Learning | KQED","description":"Jeannetta Mitchell asks her students to watch videos in class. 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That may sound counter-intuitive -- why have them watch a video when she's right there?\u003c/p>\n\u003cp>Because, as both she and her students put it, sometimes they understand on the third try, or when it's explained differently. \"There's more than one way to solve something,\" Mitchell says.\u003c/p>\n\u003cp>It's also important to note that students aren't watching videos for the entire class time -- they watch the videos intermittently, between solving problems on the board and working in groups, and answering Mitchell's questions.\u003c/p>\n\u003cp>Here's a short video by Lenny Gonzalez showing what that looks like.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>http://www.vimeo.com/19271416\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7264/videos-teacher-instruction-learning","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_275","mindshift_274","mindshift_81","mindshift_293"],"featImg":"mindshift_7269","label":"mindshift"},"mindshift_7206":{"type":"posts","id":"mindshift_7206","meta":{"index":"posts_1591205157","site":"mindshift","id":"7206","score":null,"sort":[1296162021000]},"guestAuthors":[],"slug":"what-do-students-like-about-the-ipad","title":"What Do Students Like About the iPad? ","publishDate":1296162021,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Eighth-grade students at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">Presidio Middle School \u003c/a>are trying out using the iPad instead of the textbook as part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">pilot study\u003c/a>. Here's what they have to say about it.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7211\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7211\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0387/\">\u003cimg class=\"size-medium wp-image-7211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0387-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KATE NAKATO\u003c/strong>\u003c/p>\n\u003cp>You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you and I can go back and understand stuff. And it’s easy to carry, it’s not heavy like a book.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Q. When you get stuck on a problem, how’s the iPad different from a book?\u003c/strong>\u003c/p>\n\u003cp>With a book, I would just skip it, and wait to figure out what’s happening in class for Ms. Mitchell to explain. But now I can go back and look at examples. It’s actually more fun than a book. A book’s kind of boring.\u003c/p>\n\u003cp>Sometimes I could be lazy, so I wouldn’t go online, so this is right there on the next page. The videos are my favorite.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But do you think the videos are helping you learn or they're just making it easy to get the answer?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It helps me because it shows me how the steps go.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7208\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7208\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0396/\">\u003cimg class=\"size-medium wp-image-7208 alignright\" title=\"11_1.21_Ipad_Algebra_0396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0396-300x450.jpg\" alt=\"\" width=\"179\" height=\"278\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KYLE LEE\u003c/strong>\u003c/p>\n\u003cp>It’s a lot more fun. You can have notes that may be essential for tests, or a graphing calculator which is cool. I have a math game app, which is also fun.\u003c/p>\n\u003cp>I watch the videos. They help me understand a little more. They give you step by step instructions. Sometimes I don’t understand the step-by-step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Plus it’s a lot lighter than the math book. It’s fun. My backpack is big everyday.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>JEFFREY FUNG\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-7212\" title=\"11_1.21_Ipad_Algebra_0393\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0393-300x450.jpg\" alt=\"\" width=\"216\" height=\"323\">\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It’s easier, a lot lighter, and you can access videos a lot faster than going on the Web and signing into accounts.\u003c/p>\n\u003cp>Usually when a person’s explaining it, it’s a lot easier to listen to. But when you’re reading it on paper, you actually have to think more about what’s on the paper.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which way you think you learn better?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>With video, it’s a lot faster. And sometimes the video would say something extra, so I’d learn something more than what's just in the textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher different with the iPad than with the book?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>She’s telling us to watch more video, but she's also talking more.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you like algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Yeah, it’s pretty fun once you get it, but the learning process is a long time.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KIANA MOODY\u003c/strong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7215\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0401/\">\u003cimg class=\"alignright size-medium wp-image-7215\" title=\"11_1.21_Ipad_Algebra_0401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0401-300x450.jpg\" alt=\"\" width=\"232\" height=\"348\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I learn a lot more and a lot faster with an iPad because we get to watch videos. But I'm gonna be kind of sad when we turn them in.\u003c/p>\n\u003cp>I like that we can watch videos, and the questions are multiple choice so it's a little bit easier to answer.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are the questions easier or easier to work the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The problems are the same as in the book, but it makes it more fun because you're using an iPad, it makes you kind of like do it more.\u003c/p>\n\u003cp>Because it's like having a teacher at home. You can watch it anytime you want to. I use it for homework and to study for tests.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is there anything you would change about it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I would like it to be able to zoom in because the questions are smaller than they are in the book.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296092061,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":625},"headData":{"title":"What Do Students Like About the iPad? | KQED","description":"Eighth-grade students at the Presidio Middle School are trying out using the iPad instead of the textbook as part of a pilot study. Here's what they have to say about it. Lenny Gonzalez KATE NAKATO You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Students Like About the iPad? ","datePublished":"2011-01-27T21:00:21.000Z","dateModified":"2011-01-27T01:34:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7206 http://blogs.kqed.org/mindshift/?p=7206","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/27/what-do-students-like-about-the-ipad/","disqusTitle":"What Do Students Like About the iPad? ","path":"/mindshift/7206/what-do-students-like-about-the-ipad","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Eighth-grade students at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">Presidio Middle School \u003c/a>are trying out using the iPad instead of the textbook as part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">pilot study\u003c/a>. Here's what they have to say about it.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7211\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7211\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0387/\">\u003cimg class=\"size-medium wp-image-7211\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0387-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\u003cstrong>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KATE NAKATO\u003c/strong>\u003c/p>\n\u003cp>You can watch videos and it explains stuff to you. The “view in motion” goes step by step with you and I can go back and understand stuff. And it’s easy to carry, it’s not heavy like a book.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Q. When you get stuck on a problem, how’s the iPad different from a book?\u003c/strong>\u003c/p>\n\u003cp>With a book, I would just skip it, and wait to figure out what’s happening in class for Ms. Mitchell to explain. But now I can go back and look at examples. It’s actually more fun than a book. A book’s kind of boring.\u003c/p>\n\u003cp>Sometimes I could be lazy, so I wouldn’t go online, so this is right there on the next page. The videos are my favorite.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But do you think the videos are helping you learn or they're just making it easy to get the answer?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It helps me because it shows me how the steps go.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_7208\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cstrong>\u003cstrong>\u003ca rel=\"attachment wp-att-7208\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0396/\">\u003cimg class=\"size-medium wp-image-7208 alignright\" title=\"11_1.21_Ipad_Algebra_0396\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0396-300x450.jpg\" alt=\"\" width=\"179\" height=\"278\">\u003c/a>\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp class=\"credit\">\n\u003c/p>\u003cp class=\"caption\">\u003cstrong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>KYLE LEE\u003c/strong>\u003c/p>\n\u003cp>It’s a lot more fun. You can have notes that may be essential for tests, or a graphing calculator which is cool. I have a math game app, which is also fun.\u003c/p>\n\u003cp>I watch the videos. They help me understand a little more. They give you step by step instructions. Sometimes I don’t understand the step-by-step the teacher gives me, but I watch the videos over and over again, and I can get it when I need the help.\u003c/p>\n\u003cp>Plus it’s a lot lighter than the math book. It’s fun. My backpack is big everyday.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>JEFFREY FUNG\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003cimg class=\"alignright size-medium wp-image-7212\" title=\"11_1.21_Ipad_Algebra_0393\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0393-300x450.jpg\" alt=\"\" width=\"216\" height=\"323\">\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>It’s easier, a lot lighter, and you can access videos a lot faster than going on the Web and signing into accounts.\u003c/p>\n\u003cp>Usually when a person’s explaining it, it’s a lot easier to listen to. But when you’re reading it on paper, you actually have to think more about what’s on the paper.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which way you think you learn better?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>With video, it’s a lot faster. And sometimes the video would say something extra, so I’d learn something more than what's just in the textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How is the teacher different with the iPad than with the book?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>She’s telling us to watch more video, but she's also talking more.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you like algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>Yeah, it’s pretty fun once you get it, but the learning process is a long time.\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KIANA MOODY\u003c/strong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7215\" href=\"http://ww2.kqed.org/mindshift/2011/01/what-do-students-like-about-the-ipad/11_1-21_ipad_algebra_0401/\">\u003cimg class=\"alignright size-medium wp-image-7215\" title=\"11_1.21_Ipad_Algebra_0401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0401-300x450.jpg\" alt=\"\" width=\"232\" height=\"348\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>I learn a lot more and a lot faster with an iPad because we get to watch videos. But I'm gonna be kind of sad when we turn them in.\u003c/p>\n\u003cp>I like that we can watch videos, and the questions are multiple choice so it's a little bit easier to answer.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Are the questions easier or easier to work the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The problems are the same as in the book, but it makes it more fun because you're using an iPad, it makes you kind of like do it more.\u003c/p>\n\u003cp>Because it's like having a teacher at home. You can watch it anytime you want to. I use it for homework and to study for tests.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is there anything you would change about it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>I would like it to be able to zoom in because the questions are smaller than they are in the book.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7206/what-do-students-like-about-the-ipad","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_23","mindshift_275","mindshift_274","mindshift_81","mindshift_293"],"featImg":"mindshift_7211","label":"mindshift"},"mindshift_7150":{"type":"posts","id":"mindshift_7150","meta":{"index":"posts_1591205157","site":"mindshift","id":"7150","score":null,"sort":[1296151209000]},"guestAuthors":[],"slug":"teaching-with-a-tablet-one-educators-experience","title":"Teaching With a Tablet: One Educator's Experience","publishDate":1296151209,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_7160\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7160\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0014-2/\">\u003cimg class=\"size-medium wp-image-7160\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00141-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Jeannetta Mitchell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>For more detail about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">my visit to the Presidio Middle School's iPad\u003c/a> algebra class, here's the complete Q&A with eighth-grade teacher Jeannetta Mitchell. She talks about the practicalities of forgoing the traditional textbook and seeing students find different ways of learning the material. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Far from being afraid of the technology -- or believing that it will be the beacon of hope -- this veteran teacher is a pragmatist. She's determined to find the best way to grab her students' interest and get them to enjoy learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is actually changing the way students learn?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I definitely believe it’s changing the way they learn. The iPad is more than just a textbook. It has example videos to watch, so if I’m teaching in class and explaining something, they take notes. They think they understand, they go home, they might forget to do something or they’re not sure. They watch the video at home and it’s a teacher explaining the very same concept. So it’s like taking the teacher home with them.\u003c/p>\n\u003caside class=\"pullquote alignright\">It wasn’t the magic wand that was going to do everything for them, that they still had to think.\u003c/aside>\n\u003cp>Given the fact that it’s on an iPad, they’re more apt to use it. Because the other students using print textbooks who have the same access to the videos online but who are not using iPads, they have to go to the computer and the Internet. And a kid doing homework at home, they’re not going to go to the computer, find the site, put in their user name and password. They’re not going to bother, because they think, “She’ll just explain it to me tomorrow.” But the kid with the iPad -- it’s right there. All they have to do is hit a couple of buttons and watch the video. They’re more apt to use it.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Where do they work out the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. On some of the pages on the iPad, there is a sketchpad ... But I don’t think it can replace the pen and pencil; they're still necessary for math. I want to see their work, because if the answer is incorrect, I need to see where they made the mistake.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you allow them to use the calculator?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t because these are numbers they should be comfortable with. If they use a calculator, they don’t get a sense of what makes sense and what doesn’t. I only let them use the calculator to \u003cem>check\u003c/em> the work, not to do the work.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7181\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0290-2/\">\u003cimg class=\"alignleft size-medium wp-image-7181\" title=\"11_1.21_Ipad_Algebra_0290\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02901-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Q. How have their test scores measured up?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Initially, the test scores did not represent what everybody had hoped they would represent. The students performed actually at a lower level than my other three classes using print textbooks. And I had a conversation with the class explaining to them that the ipad was not the panacea of all ills. It wasn’t the magic wand that was going to do everything for them, that they still had to think. You have to be engaged. It’s not giving you the answers, it’s helping you get the answers.\u003c/p>\n\u003cp>But since I showed them the videos and they saw how helpful the videos were, they started using them. And I’ve noticed that the grades have gotten a lot better since I told them to use what’s available. You cannot convince any school, any district, to use this device if you’re not utilizing all the capabilities it has for you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Have the grades improved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Yes. There’s not that big a discrepancy at all [between the classes that use the textbook and the iPad]. You would not be able to separate them between the classes. But I’m interested in seeing by the end of the year if it actually surpasses the others.\u003c/p>\n\u003cp>One of the things about the iPad, though, it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you see the iPad helping with students who are having a hard time?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them. It’s not the magic wand. But if nothing else, it helps not carrying around a 10-pound book. But overall, the majority of the kids are using it for what it’s for. They’re taking advantage of what it can do.\u003c/p>\n\u003cp>One thing I do, I can provide multiple choice questions and their iPads will synch to my iPad and I’ll have [the answers] and they’ll have a timer. They do the work, and on my iPad, I can see how many kids are choosing which answers. The benefit for me is that if there are a number of people who are choosing one answer and it’s incorrect, it’s a quick cue for me to go back and see where’s the disconnect, what’s the problem. And it’s so immediate.\u003c/p>\n\u003cp>It’s different than saying, “How many of you don’t understand this,” or \"How many of you got the wrong answer.\" Kids aren’t going to hold up their hands to vote, but on their iPad, they know they’re somewhat anonymous. It just helps me.\u003c/p>\n\u003caside class=\"pullquote alignright\">It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them.\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q. Your students told me the iPads make math more fun.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It \u003cem>is\u003c/em> fun! And we made it to where they can personalize it, and they’re allowed to get their music on it and things like that. But they also know that I have the capability of finding out every site that they’ve ever gone to, and not one child has gone on a site that they’re not supposed to.\u003c/p>\n\u003cp>But what’s great is that [principal] Pam Clisham has been really instrumental in getting the message to all the parents. They had to sign off on it. If anything happens they have to replace it, they have to buy insurance for it, and they have to know what sites [students] can’t use.\u003c/p>\n\u003cp>But the parents knew this was something big, and they wanted their child to participate. You have to get parents bought into it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. At this point, do you think the iPad or the e-reader is just another passing fad, or will it really change what's happening in schools?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t think it’s a passing fad at all. When I look at students when they’re handed these big books, and a child looks at that fat book, they won’t say it verbally, they say it to themselves subconsciously, “I can’t learn that.” And I can see it on their faces.\u003c/p>\n\u003cp>With an iPad, they can look at it, they believe they’re going to learn what they have to from it because they don’t see the whole book. They see bits of information as it’s presented.\u003c/p>\n\u003cp>So I don’t get anyone who thinks, \"I don’t get the first two chapters, I don’t get it, so I’m done.\"\u003c/p>\n\u003cp>It’s a positive thing for them. Plus they don’t have a fear of anything electronic -- they’re still showing me things -- but they do have fear of a fat textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_7186\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7186\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0252-3/\">\u003cimg class=\"size-medium wp-image-7186\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02522-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Q. What are some things you might change about this particular app for algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. We’re in contact weekly with Apple and the publishing company. They’re not saying, Here’s the perfect tool. Just take the test and we’ll take the results. They’re always asking what else can it do? That’s what I appreciate about it.\u003c/p>\n\u003cp>One thing that's problematic is that the teacher’s edition is not on my iPad. Mine looks just like the students', so I still have to use the big textbook. So hopefully they’ll have a teacher’s app.\u003c/p>\n\u003cp>And there needs to be a place for the kids to do the work. They’re working on how to reconfigure the sketchpad so it's easier to use.\u003c/p>\n\u003cp>The supplementary pages are in the back of the book and are hard to find.\u003c/p>\n\u003cp>But what's nice is they can make a note, either oral or type it in, to find something.\u003c/p>\n\u003cp>They also can record what I’m saying in class, and that happens more often than I thought. So when I’m talking, the kids can have record button on. It’s very clear what’s being said. They literally can take the teacher home with them. I have to make sure I know what I'm telling them.\u003c/p>\n\u003cp>And when they’re listening to something, or they want to make an oral note, they speak into the speaker it.\u003c/p>\n\u003cp>And they can add math apps. They can personalize it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. As a teacher who's now using the iPad in class, what do you say to those who fear it will replace them?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that. It’s just like giving a book to a student who reads well and telling them to teach themselves. That doesn’t happen.\u003c/p>\n\u003cp>Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. That’s impossible. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher. So I don’t think that’s a problem.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. So how do you use the video tutorials? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Because how I teach might be different than what's in the video, and the reality is that there’s more than one way to solve something. It doesn’t necessarily mimic me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/aside>\n\u003cp>\u003cstrong>Q. Is the iPad helping students who are having a hard time?\u003c/strong>\u003c/p>\n\u003cp>A. I have students who are participating in this class who did not participate in their previous math classes. So it does engage them. Is it going to make them all brainiacs and straight A students? No, it’s not going to do that, but it will keep them engaged.\u003c/p>\n\u003cp>They’re interested. But at the same time I walk around making sure they’re doing what I want them to do, instead of some other applications. But that’s what a teacher does even when they have a textbook. Just like if they're holding a cartoon book in front of their textbook.\u003c/p>\n\u003cp>I don’t believe the students think, \"Well I won’t pay attention in class because I can watch it at home.\" That’s not the case. They really use it as a supplement, not as a replacement of the teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is motivating students to try harder?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Some of them are definitely trying more. “I had to watch it three times before I really got it, Ms. Mitchell.” And I say: \"But how did you feel when you got it?\" They say: “I understand it.”\u003c/p>\n\u003cp>I’ve never had a student say: \"I've read this three times in the book, and I don’t get it, I’ll ask Ms. Mitchell tomorrow.\" But they will watch that video.\u003c/p>\n\u003cp>But they don’t have to watch the video. They can see the problem and the iPad shows them the first step in solving it. So they go, ‘Oh, I can get it.’ Because many times you just need a boost, a reminder. And they pull down and see the next step, so it just introduces it a little at a time, it doesn’t just give the answer.\u003c/p>\n\u003cp>That’s one of the best things about the iPad as opposed to the book. It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanation as to how to get there. The iPad shows step by step how to get to it, so that’s the real plus.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But is it solving the problem for them? Are they learning in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. They don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying, \"I don’t know how I got there. They know how they got there.\"\u003c/p>\n\u003cp>I don’t see anyone thinking that they got one over on the teacher because they got the answers off the machine.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How have students been treating these expensive gadgets?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A week ago, none were lost or damaged. Now we have just one that's missing. It was left somewhere that other people knew how to get to it. But the people who took it don’t realize we have a GPS on it. And the parents had bought insurance, but the replacement hasn’t come yet.\u003c/p>\n\u003cp>But mostly they’ve been really responsible. They give me iPads, I lock it up until class time, then I lock it until the end of the day when they come back for it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7198\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7198\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0009-2/\">\u003cimg class=\"size-medium wp-image-7198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00091-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. What do you think is going to happen to textbooks in the future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/p>\n\u003cp>I can’t imagine that there won’t be a time that all the textbooks won’t be on the tablet. Students will be able to take it with them. If Houghton Mifflin Harcourt can put an algebra book on a tablet, what’s to stop them from putting a science book on the tablet? In fact, it might create even more consistency about which texts are more used in the district.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What about cost?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Principal Pam Clisham, who was also in the room during the interview added her thoughts on the matter.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Pam Clisham\u003c/strong>: They’re expensive, but so are textbooks. If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Jeannetta Mitchell:\u003c/strong> A student just needs one iPad for all of middle school. For a three-year period, it would pay for itself, and then some.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296152145,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":69,"wordCount":2647},"headData":{"title":"Teaching With a Tablet: One Educator's Experience | KQED","description":"For more detail about my visit to the Presidio Middle School's iPad algebra class, here's the complete Q&A with eighth-grade teacher Jeannetta Mitchell. She talks about the practicalities of forgoing the traditional textbook and seeing students find different ways of learning the material. Far from being afraid of the technology -- or believing that it","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching With a Tablet: One Educator's Experience","datePublished":"2011-01-27T18:00:09.000Z","dateModified":"2011-01-27T18:15:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7150 http://blogs.kqed.org/mindshift/?p=7150","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/27/teaching-with-a-tablet-one-educators-experience/","disqusTitle":"Teaching With a Tablet: One Educator's Experience","path":"/mindshift/7150/teaching-with-a-tablet-one-educators-experience","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7160\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7160\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0014-2/\">\u003cimg class=\"size-medium wp-image-7160\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00141-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Teacher Jeannetta Mitchell\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>For more detail about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\">my visit to the Presidio Middle School's iPad\u003c/a> algebra class, here's the complete Q&A with eighth-grade teacher Jeannetta Mitchell. She talks about the practicalities of forgoing the traditional textbook and seeing students find different ways of learning the material. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Far from being afraid of the technology -- or believing that it will be the beacon of hope -- this veteran teacher is a pragmatist. She's determined to find the best way to grab her students' interest and get them to enjoy learning.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is actually changing the way students learn?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I definitely believe it’s changing the way they learn. The iPad is more than just a textbook. It has example videos to watch, so if I’m teaching in class and explaining something, they take notes. They think they understand, they go home, they might forget to do something or they’re not sure. They watch the video at home and it’s a teacher explaining the very same concept. So it’s like taking the teacher home with them.\u003c/p>\n\u003caside class=\"pullquote alignright\">It wasn’t the magic wand that was going to do everything for them, that they still had to think.\u003c/aside>\n\u003cp>Given the fact that it’s on an iPad, they’re more apt to use it. Because the other students using print textbooks who have the same access to the videos online but who are not using iPads, they have to go to the computer and the Internet. And a kid doing homework at home, they’re not going to go to the computer, find the site, put in their user name and password. They’re not going to bother, because they think, “She’ll just explain it to me tomorrow.” But the kid with the iPad -- it’s right there. All they have to do is hit a couple of buttons and watch the video. They’re more apt to use it.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Where do they work out the problems?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. On some of the pages on the iPad, there is a sketchpad ... But I don’t think it can replace the pen and pencil; they're still necessary for math. I want to see their work, because if the answer is incorrect, I need to see where they made the mistake.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you allow them to use the calculator?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t because these are numbers they should be comfortable with. If they use a calculator, they don’t get a sense of what makes sense and what doesn’t. I only let them use the calculator to \u003cem>check\u003c/em> the work, not to do the work.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7181\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0290-2/\">\u003cimg class=\"alignleft size-medium wp-image-7181\" title=\"11_1.21_Ipad_Algebra_0290\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02901-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>Q. How have their test scores measured up?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Initially, the test scores did not represent what everybody had hoped they would represent. The students performed actually at a lower level than my other three classes using print textbooks. And I had a conversation with the class explaining to them that the ipad was not the panacea of all ills. It wasn’t the magic wand that was going to do everything for them, that they still had to think. You have to be engaged. It’s not giving you the answers, it’s helping you get the answers.\u003c/p>\n\u003cp>But since I showed them the videos and they saw how helpful the videos were, they started using them. And I’ve noticed that the grades have gotten a lot better since I told them to use what’s available. You cannot convince any school, any district, to use this device if you’re not utilizing all the capabilities it has for you.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Have the grades improved?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Yes. There’s not that big a discrepancy at all [between the classes that use the textbook and the iPad]. You would not be able to separate them between the classes. But I’m interested in seeing by the end of the year if it actually surpasses the others.\u003c/p>\n\u003cp>One of the things about the iPad, though, it’s a great tool, but it’s like anything, if you don’t use the tool you’re not going to get anything accomplished.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you see the iPad helping with students who are having a hard time?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them. It’s not the magic wand. But if nothing else, it helps not carrying around a 10-pound book. But overall, the majority of the kids are using it for what it’s for. They’re taking advantage of what it can do.\u003c/p>\n\u003cp>One thing I do, I can provide multiple choice questions and their iPads will synch to my iPad and I’ll have [the answers] and they’ll have a timer. They do the work, and on my iPad, I can see how many kids are choosing which answers. The benefit for me is that if there are a number of people who are choosing one answer and it’s incorrect, it’s a quick cue for me to go back and see where’s the disconnect, what’s the problem. And it’s so immediate.\u003c/p>\n\u003cp>It’s different than saying, “How many of you don’t understand this,” or \"How many of you got the wrong answer.\" Kids aren’t going to hold up their hands to vote, but on their iPad, they know they’re somewhat anonymous. It just helps me.\u003c/p>\n\u003caside class=\"pullquote alignright\">It helps the kid who wants to do well, but in middle school, it’s not going to magically make it happen for them.\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q. Your students told me the iPads make math more fun.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. It \u003cem>is\u003c/em> fun! And we made it to where they can personalize it, and they’re allowed to get their music on it and things like that. But they also know that I have the capability of finding out every site that they’ve ever gone to, and not one child has gone on a site that they’re not supposed to.\u003c/p>\n\u003cp>But what’s great is that [principal] Pam Clisham has been really instrumental in getting the message to all the parents. They had to sign off on it. If anything happens they have to replace it, they have to buy insurance for it, and they have to know what sites [students] can’t use.\u003c/p>\n\u003cp>But the parents knew this was something big, and they wanted their child to participate. You have to get parents bought into it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. At this point, do you think the iPad or the e-reader is just another passing fad, or will it really change what's happening in schools?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. I don’t think it’s a passing fad at all. When I look at students when they’re handed these big books, and a child looks at that fat book, they won’t say it verbally, they say it to themselves subconsciously, “I can’t learn that.” And I can see it on their faces.\u003c/p>\n\u003cp>With an iPad, they can look at it, they believe they’re going to learn what they have to from it because they don’t see the whole book. They see bits of information as it’s presented.\u003c/p>\n\u003cp>So I don’t get anyone who thinks, \"I don’t get the first two chapters, I don’t get it, so I’m done.\"\u003c/p>\n\u003cp>It’s a positive thing for them. Plus they don’t have a fear of anything electronic -- they’re still showing me things -- but they do have fear of a fat textbook.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_7186\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-7186\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0252-3/\">\u003cimg class=\"size-medium wp-image-7186\" title=\"11_1.21_Ipad_Algebra_0252\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02522-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003cstrong>Q. What are some things you might change about this particular app for algebra?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. We’re in contact weekly with Apple and the publishing company. They’re not saying, Here’s the perfect tool. Just take the test and we’ll take the results. They’re always asking what else can it do? That’s what I appreciate about it.\u003c/p>\n\u003cp>One thing that's problematic is that the teacher’s edition is not on my iPad. Mine looks just like the students', so I still have to use the big textbook. So hopefully they’ll have a teacher’s app.\u003c/p>\n\u003cp>And there needs to be a place for the kids to do the work. They’re working on how to reconfigure the sketchpad so it's easier to use.\u003c/p>\n\u003cp>The supplementary pages are in the back of the book and are hard to find.\u003c/p>\n\u003cp>But what's nice is they can make a note, either oral or type it in, to find something.\u003c/p>\n\u003cp>They also can record what I’m saying in class, and that happens more often than I thought. So when I’m talking, the kids can have record button on. It’s very clear what’s being said. They literally can take the teacher home with them. I have to make sure I know what I'm telling them.\u003c/p>\n\u003cp>And when they’re listening to something, or they want to make an oral note, they speak into the speaker it.\u003c/p>\n\u003cp>And they can add math apps. They can personalize it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. As a teacher who's now using the iPad in class, what do you say to those who fear it will replace them?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that. It’s just like giving a book to a student who reads well and telling them to teach themselves. That doesn’t happen.\u003c/p>\n\u003cp>Only the classroom teacher can see the disconnect, the child that has the question but isn’t asking. You have to be involved. I as a teacher cannot sit down while I’m teaching. That’s impossible. You have to move around and keep students engaged. There’s no doubt in my mind that if I left the room they would not be testing as well as they are. They need a teacher. So I don’t think that’s a problem.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. So how do you use the video tutorials? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Because how I teach might be different than what's in the video, and the reality is that there’s more than one way to solve something. It doesn’t necessarily mimic me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/aside>\n\u003cp>\u003cstrong>Q. Is the iPad helping students who are having a hard time?\u003c/strong>\u003c/p>\n\u003cp>A. I have students who are participating in this class who did not participate in their previous math classes. So it does engage them. Is it going to make them all brainiacs and straight A students? No, it’s not going to do that, but it will keep them engaged.\u003c/p>\n\u003cp>They’re interested. But at the same time I walk around making sure they’re doing what I want them to do, instead of some other applications. But that’s what a teacher does even when they have a textbook. Just like if they're holding a cartoon book in front of their textbook.\u003c/p>\n\u003cp>I don’t believe the students think, \"Well I won’t pay attention in class because I can watch it at home.\" That’s not the case. They really use it as a supplement, not as a replacement of the teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad is motivating students to try harder?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Some of them are definitely trying more. “I had to watch it three times before I really got it, Ms. Mitchell.” And I say: \"But how did you feel when you got it?\" They say: “I understand it.”\u003c/p>\n\u003cp>I’ve never had a student say: \"I've read this three times in the book, and I don’t get it, I’ll ask Ms. Mitchell tomorrow.\" But they will watch that video.\u003c/p>\n\u003cp>But they don’t have to watch the video. They can see the problem and the iPad shows them the first step in solving it. So they go, ‘Oh, I can get it.’ Because many times you just need a boost, a reminder. And they pull down and see the next step, so it just introduces it a little at a time, it doesn’t just give the answer.\u003c/p>\n\u003cp>That’s one of the best things about the iPad as opposed to the book. It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanation as to how to get there. The iPad shows step by step how to get to it, so that’s the real plus.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. But is it solving the problem for them? Are they learning in that case?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. They don’t really look at it as it’s solving the problem for them. They really want to understand. Kids really do want to learn, and this just makes it more fun for them to learn. Nobody’s just sitting there writing down the answer, saying, \"I don’t know how I got there. They know how they got there.\"\u003c/p>\n\u003cp>I don’t see anyone thinking that they got one over on the teacher because they got the answers off the machine.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How have students been treating these expensive gadgets?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. A week ago, none were lost or damaged. Now we have just one that's missing. It was left somewhere that other people knew how to get to it. But the people who took it don’t realize we have a GPS on it. And the parents had bought insurance, but the replacement hasn’t come yet.\u003c/p>\n\u003cp>But mostly they’ve been really responsible. They give me iPads, I lock it up until class time, then I lock it until the end of the day when they come back for it.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_7198\" class=\"module image right mceTemp\" style=\"width: 300px;\">\n\u003cp>\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-7198\" href=\"http://ww2.kqed.org/mindshift/2011/01/teaching-with-a-tablet-one-educators-experience/11_1-21_ipad_algebra_0009-2/\">\u003cimg class=\"size-medium wp-image-7198\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_00091-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Lenny Gonzalez\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. What do you think is going to happen to textbooks in the future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Ten years from now I don’t think they’re going to be carrying around these fat textbooks.\u003c/p>\n\u003cp>I can’t imagine that there won’t be a time that all the textbooks won’t be on the tablet. Students will be able to take it with them. If Houghton Mifflin Harcourt can put an algebra book on a tablet, what’s to stop them from putting a science book on the tablet? In fact, it might create even more consistency about which texts are more used in the district.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What about cost?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Principal Pam Clisham, who was also in the room during the interview added her thoughts on the matter.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Pam Clisham\u003c/strong>: They’re expensive, but so are textbooks. If you had one iPad and all of your textbooks were on your iPad, it would be the same cost. Right now textbooks are running $50 or $60 dollars a piece, plus supplementary materials.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Jeannetta Mitchell:\u003c/strong> A student just needs one iPad for all of middle school. For a three-year period, it would pay for itself, and then some.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7150/teaching-with-a-tablet-one-educators-experience","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_23","mindshift_275","mindshift_274","mindshift_81","mindshift_293"],"featImg":"mindshift_7186","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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