Content Providers Old and New Partner to Make Searching Easier
Videos + Teacher in Class = Learning
What Do Students Like About the iPad?
Teaching With a Tablet: One Educator's Experience
A Day in the Life of the iPad Classroom
A New Tool in the Classroom Grabs the Spotlight
Algebra, Meet the iPad: Part II
Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet
Learning Algebra with the iPad
Sponsored
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streamline this somewhat random page of results for both educators and learners, a group of education content providers is teaming up to create a better defined framework for education-related searches online.\u003c/p>\n\u003cp>In a move that brings together for the first time traditional content companies and free, open content sites, the Association of Educational Publishers (AEP) and Creative Commons (CC) are partnering to improve search results online the through the creation of a metadata framework specifically for learning resources. That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308849453,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":396},"headData":{"title":"Content Providers Old and New Partner to Make Searching Easier | KQED","description":"Google "photosynthesis" and you'll see a long list of links to everything from Wikipedia to PBS to the University of Illinois, with plenty of YouTube videos thrown into the mix. 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That means teachers looking for content -- much of it aligned to Common Core standards -- will be able to more easily find information they need. At least that's the hope.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"This can do for students what John Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/aside>\n\u003cp>\"Easy access to high-quality learning resources is the end goal of this project,\" said Charlene Gaynor, CEO of Association of Education Publishers at the \u003ca href=\"http://www.contentincontext.org/\">Context in Content\u003c/a> conference today.\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>Many of the big-hitters on both sides of the spectrum are involved, including Houghton Mifflin Harcourt, the Institute for the Study of Knowledge Management in Education (ISKME), Curriki, McGraw-Hill Education, Monterey Institute for Technology in Education (MITE), Pearson, Promethean, Scholastic Inc., and SMART Technologies, BetterLesson.\u003c/p>\n\u003cp>“Educators and students miss out on education resources available online because it is takes too long or is too hard to find appropriate content,” said Catherine Casserly, CEO of Creative Commons in a press release. \"A common metadata schema will make this search more efficient and effective so educators can quickly discover the educational resources they want, including those they can reuse under Creative Commons licenses.\"\u003c!--more-->\u003c/p>\n\u003cp>Today's announcement follows on the heels of Google, Yahoo, and Microsoft's \u003ca href=\"http://schema.org/\">Schema.org\u003c/a>, a collaboration between the three major search engines that's billed as a \"\u003ca href=\"http://www.business2community.com/online-marketing/bing-google-yahoo-tell-us-how-to-get-better-search-results-037893\">major step forward in the evolution of search\u003c/a>.\"\u003c/p>\n\u003cp>Likewise, this collaboration is meant to \"create a learning explosion,\" said Shep Ranbom of \u003ca href=\"http://www.iskme.org\">ISKME\u003c/a>. \"This can do for students what Dewey did for readers 150 years ago when he created standardized card cataloging.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The partners are hoping to have the function up and running in between six months to a year.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12365/content-providers-old-and-new-partner-to-make-searching-easier","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_549","mindshift_529","mindshift_536","mindshift_296","mindshift_274","mindshift_169","mindshift_537","mindshift_458","mindshift_301"],"featImg":"mindshift_12378","label":"mindshift"},"mindshift_7264":{"type":"posts","id":"mindshift_7264","meta":{"index":"posts_1591205157","site":"mindshift","id":"7264","score":null,"sort":[1296172852000]},"guestAuthors":[],"slug":"videos-teacher-instruction-learning","title":"Videos + Teacher in Class = Learning","publishDate":1296172852,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-7269\" href=\"http://ww2.kqed.org/mindshift/2011/01/videos-teacher-instruction-learning/11_1-21_ipad_algebra_0238-2/\">\u003cimg class=\"size-medium wp-image-7269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Jeannetta Mitchell asks her students to watch videos in class. 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. That may sound counter-intuitive -- why have them watch a video when she's right there? 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","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Videos + Teacher in Class = Learning","datePublished":"2011-01-28T00:00:52.000Z","dateModified":"2011-01-27T23:46:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7264 http://blogs.kqed.org/mindshift/?p=7264","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/27/videos-teacher-instruction-learning/","disqusTitle":"Videos + Teacher in Class = Learning","path":"/mindshift/7264/videos-teacher-instruction-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-7269\" href=\"http://ww2.kqed.org/mindshift/2011/01/videos-teacher-instruction-learning/11_1-21_ipad_algebra_0238-2/\">\u003cimg class=\"size-medium wp-image-7269\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_02381-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Jeannetta Mitchell asks her students to watch videos in class. 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"},"mindshift_7085":{"type":"posts","id":"mindshift_7085","meta":{"index":"posts_1591205157","site":"mindshift","id":"7085","score":null,"sort":[1296076493000]},"guestAuthors":[],"slug":"a-day-in-the-life-of-the-ipad-classroom","title":"A Day in the Life of the iPad Classroom","publishDate":1296076493,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_7087\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0075/\" rel=\"attachment wp-att-7087\">\u003cimg class=\"size-large wp-image-7087\" title=\"11_1.21_Ipad_Algebra_0075\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0075-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003c/p>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Lenny Gonzalez\u003c/em>\u003c/em>\u003c/p>\n\u003cp>Halfway through a year-long pilot study using iPads instead of textbooks, a San Francisco eighth-grade algebra class is showing signs of every teacher’s dream: the spark of engagement in her students’ eyes.\u003c/p>\n\u003cp>Jeannetta Mitchell, a veteran teacher of 20 years, is encouraged by what she sees so far. “This is not a magic wand,” she says. “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>During my visit to her class last Friday, it was apparent that \u003cem>she\u003c/em> was a big part of the reason they understood those problems. Mitchell walked up and down the aisles of the class for the entire duration of the period, asking questions, offering explanations, and giving one-on-one help when it was needed.\u003c/p>\n\u003cp>The students never had a chance to tune her out – they were constantly being asked to participate one way or another, whether it was working out problems on the whiteboard (not interactive), watching instructional videos on the iPad, or working in groups.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job.\u003c/aside>\n\u003cp>The class at Presidio Middle School is part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">study of a 1,000 California students\u003c/a>, 400 of who are learning algebra with iPads. The pilot program for the iPad algebra application was developed by textbook publisher Houghton Mifflin Harcourt, and follows the traditional textbook page by page.\u003c/p>\n\u003cp>But one of the differences between the book and the app is that students can watch videos of instructors explaining each problem as many times as they need in order to understand.\u003c/p>\n\u003cp>“That’s one of the best things about the iPad as opposed to the book,” Mitchell says. “It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanations as to how to get there.”\u003c!--more-->\u003c/p>\n\u003cp>If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job. “Students 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,” Mitchell says.\u003c/p>\n\u003cp>\u003cstrong>TESTING, TESTING \u003c/strong>\u003c/p>\n\u003cp>Mitchell admits that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. It wasn’t going to do everything for them, that they still had to think,” she says. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cfigure id=\"attachment_7092\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0252/\" rel=\"attachment wp-att-7092\">\u003cimg class=\"size-medium wp-image-7092\" 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_0252-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Each class in the pilot program is figuring out its own way of getting the best out of the iPad, and in Mitchell’s case, the videos have been key.\u003c/p>\n\u003cp>“I’ve used the videos in class a lot more and I’ve noticed that the grades have gotten a lot better since I told them to use what’s available,” Mitchell says. “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>So have the grades improved?\u003c/p>\n\u003cp>“Yes, there’s not a discrepancy between” the class using the iPad and their textbook using counterparts. Her hope, though, is that the iPad class scores will surpass the print book class scores. “One of the things about the iPad -- 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,” she says.\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell has noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “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>\u003cstrong>WHAT DO STUDENTS THINK?\u003c/strong>\u003c/p>\n\u003cp>Kyle Lee:\u003c/p>\n\u003cp>“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>Jeffrey Fun:\u003c/p>\n\u003cp>“With video, it’s a lot faster. You can access videos a lot faster than going on the Web and signing into accounts. And sometimes [the videos] say something extra, so I’d learn something more than just the textbook. “\u003c/p>\n\u003cp>Kate Nakano:\u003c/p>\n\u003cp>“With a book, [if I got stuck on a problem] I would just skip it, and wait to figure out what’s happening in class for [the teacher] to explain. But now I can go back and look at examples. It’s actually more fun than a book.”\u003c/p>\n\u003cp>\u003cstrong>AND WHAT OF THE TEACHER?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_7093\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0052/\" rel=\"attachment wp-att-7093\">\u003cimg class=\"size-medium wp-image-7093\" title=\"11_1.21_Ipad_Algebra_0052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0052-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For those who fear that teachers will be left out of the equation, Mitchell firmly maintains that will not be the case. At least not at this point.\u003c/p>\n\u003cp>“Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that,” she says. “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. 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.”\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/slideshow/a-look-inside-the-ipad-classroom/\">See the slideshow\u003c/a> of the class in session.\u003c/em>\u003c/h5>\n\u003c/div>\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1386206219,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1053},"headData":{"title":"A Day in the Life of the iPad Classroom | KQED","description":"Lenny Gonzalez Halfway through a year-long pilot study using iPads instead of textbooks, a San Francisco eighth-grade algebra class is showing signs of every teacher’s dream: the spark of engagement in her students’ eyes. Jeannetta Mitchell, a veteran teacher of 20 years, is encouraged by what she sees so far. “This is not a magic","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Day in the Life of the iPad Classroom","datePublished":"2011-01-26T21:14:53.000Z","dateModified":"2013-12-05T01:16:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7085 http://blogs.kqed.org/mindshift/?p=7085","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/26/a-day-in-the-life-of-the-ipad-classroom/","disqusTitle":"A Day in the Life of the iPad Classroom","path":"/mindshift/7085/a-day-in-the-life-of-the-ipad-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_7087\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cem>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0075/\" rel=\"attachment wp-att-7087\">\u003cimg class=\"size-large wp-image-7087\" title=\"11_1.21_Ipad_Algebra_0075\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0075-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\n\u003cp class=\"caption\">\n\u003c/p>\u003cp>\u003c/p>\u003c/em>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cem>Lenny Gonzalez\u003c/em>\u003c/em>\u003c/p>\n\u003cp>Halfway through a year-long pilot study using iPads instead of textbooks, a San Francisco eighth-grade algebra class is showing signs of every teacher’s dream: the spark of engagement in her students’ eyes.\u003c/p>\n\u003cp>Jeannetta Mitchell, a veteran teacher of 20 years, is encouraged by what she sees so far. “This is not a magic wand,” she says. “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>During my visit to her class last Friday, it was apparent that \u003cem>she\u003c/em> was a big part of the reason they understood those problems. Mitchell walked up and down the aisles of the class for the entire duration of the period, asking questions, offering explanations, and giving one-on-one help when it was needed.\u003c/p>\n\u003cp>The students never had a chance to tune her out – they were constantly being asked to participate one way or another, whether it was working out problems on the whiteboard (not interactive), watching instructional videos on the iPad, or working in groups.\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignleft\">If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job.\u003c/aside>\n\u003cp>The class at Presidio Middle School is part of a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/\">study of a 1,000 California students\u003c/a>, 400 of who are learning algebra with iPads. The pilot program for the iPad algebra application was developed by textbook publisher Houghton Mifflin Harcourt, and follows the traditional textbook page by page.\u003c/p>\n\u003cp>But one of the differences between the book and the app is that students can watch videos of instructors explaining each problem as many times as they need in order to understand.\u003c/p>\n\u003cp>“That’s one of the best things about the iPad as opposed to the book,” Mitchell says. “It shows \u003cem>how\u003c/em> to solve. The textbook just has answers in the back, no explanations as to how to get there.”\u003c!--more-->\u003c/p>\n\u003cp>If the goal of learning is to figure out the “how” and not just the correct answer, then the gadget is doing its job. “Students 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,” Mitchell says.\u003c/p>\n\u003cp>\u003cstrong>TESTING, TESTING \u003c/strong>\u003c/p>\n\u003cp>Mitchell admits that when the pilot first launched, test scores for the class using the iPad were actually lower than those using the traditional textbook.\u003c/p>\n\u003cp>“I had a conversation with the class explaining to them that the iPad was not the panacea of all ills. It wasn’t going to do everything for them, that they still had to think,” she says. “You have to be engaged. It’s not giving you the answers; it’s helping you get the answers.”\u003c/p>\n\u003cfigure id=\"attachment_7092\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0252/\" rel=\"attachment wp-att-7092\">\u003cimg class=\"size-medium wp-image-7092\" 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_0252-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Each class in the pilot program is figuring out its own way of getting the best out of the iPad, and in Mitchell’s case, the videos have been key.\u003c/p>\n\u003cp>“I’ve used the videos in class a lot more and I’ve noticed that the grades have gotten a lot better since I told them to use what’s available,” Mitchell says. “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>So have the grades improved?\u003c/p>\n\u003cp>“Yes, there’s not a discrepancy between” the class using the iPad and their textbook using counterparts. Her hope, though, is that the iPad class scores will surpass the print book class scores. “One of the things about the iPad -- 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,” she says.\u003c/p>\n\u003cp>But even more importantly than scores, Mitchell has noticed that some students who’d showed no interest in math in the past are hooked. “I have students who are participating in this class who did not participate in their previous math classes, so it does engage them,” she says. “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>\u003cstrong>WHAT DO STUDENTS THINK?\u003c/strong>\u003c/p>\n\u003cp>Kyle Lee:\u003c/p>\n\u003cp>“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>Jeffrey Fun:\u003c/p>\n\u003cp>“With video, it’s a lot faster. You can access videos a lot faster than going on the Web and signing into accounts. And sometimes [the videos] say something extra, so I’d learn something more than just the textbook. “\u003c/p>\n\u003cp>Kate Nakano:\u003c/p>\n\u003cp>“With a book, [if I got stuck on a problem] I would just skip it, and wait to figure out what’s happening in class for [the teacher] to explain. But now I can go back and look at examples. It’s actually more fun than a book.”\u003c/p>\n\u003cp>\u003cstrong>AND WHAT OF THE TEACHER?\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_7093\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/11_1-21_ipad_algebra_0052/\" rel=\"attachment wp-att-7093\">\u003cimg class=\"size-medium wp-image-7093\" title=\"11_1.21_Ipad_Algebra_0052\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/11_1.21_Ipad_Algebra_0052-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For those who fear that teachers will be left out of the equation, Mitchell firmly maintains that will not be the case. At least not at this point.\u003c/p>\n\u003cp>“Anyone who thinks that the iPad or online textbook is going to replace them, they don’t have to worry about that,” she says. “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. 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.”\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/slideshow/a-look-inside-the-ipad-classroom/\">See the slideshow\u003c/a> of the class in session.\u003c/em>\u003c/h5>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7085/a-day-in-the-life-of-the-ipad-classroom","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_275","mindshift_274","mindshift_81"],"featImg":"mindshift_7087","label":"mindshift"},"mindshift_6953":{"type":"posts","id":"mindshift_6953","meta":{"index":"posts_1591205157","site":"mindshift","id":"6953","score":null,"sort":[1295659539000]},"guestAuthors":[],"slug":"a-new-tool-in-the-classroom-grabs-the-spotlight","title":"A New Tool in the Classroom Grabs the Spotlight","publishDate":1295659539,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-6960\" href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/students-with-ipad-2/\">\u003cimg class=\"size-large wp-image-6960\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad1-620x415.jpg\" alt=\"\" width=\"620\" height=\"415\">\u003c/a>\u003c/p>\n\u003cp>It's easy to figure out why a 13-year-old's eyes would light up if you give her an iPad. Think of all the possibilities: YouTube! Movies! Music! Angry Birds!\u003c/p>\n\u003cp>But what about algebra? Would she be as excited about learning the quadratic equation just because it's presented on a shiny tablet? Turns out that -- at least for the first few months of the class -- it does significantly boost the kid's interest in the subject.\u003c/p>\n\u003cp>One of the country's biggest textbook publishers, Houghton Mifflin Harcourt is banking on it. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">my interview this week with John Sipe\u003c/a>, HMH senior vice president and national sales manager, a few theories about the company's\u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\"> Fuse pilot program\u003c/a> are coming into focus.\u003c/p>\n\u003cp>1) \u003cstrong>Convenience is crucial.\u003c/strong> A 300-page textbook is replaced by a 10-inch tall, 1.5-pound sleek tablet that features all the same content, plus interactive tests, writing pad, calculator, hundreds of videos, and access to a world of information. \"With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there. Instead, on the iPad, you simply click on 'view video' and up comes our professor, Dr. Edward Burger,\" Sipe said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>2) \u003cstrong>Kids still need their teacher. \u003c/strong>In the eight-grade classroom I visited today at Presidio Middle School in San Francisco, the teacher played an integral role in the classroom. She asked the class questions, had students come up to the board to solve equations, and worked alongside them as they watched videos. As \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">Sipe put it\u003c/a>: \"Let students cover the basics on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\"\u003c/p>\n\u003cp>3) \u003cstrong>Learning happens outside the class.\u003c/strong> Whether they're working out algebra problems on their iPad or \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">watching a video tutorial on the Khan Academy website, \u003c/a>or trying new math apps on their own at home, mobile devices are making it possible and irrefutably convenient and easy to learn anywhere, anytime. And kids are taking advantage of it. The one who figures out how to get the best content to learners will be the winner in this rapidly changing world.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>4)\u003cstrong> Kids love learning by watching videos\u003c/strong>. With one-touch access to a video of an instructor explaining a problem, students are able to absorb the information in one more way, in addition to listening to their teacher or working out a problem on their own. And that seems to really help their learning process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Next week, I'll report back on my visit to one of the pilot classrooms.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1295659543,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":460},"headData":{"title":"A New Tool in the Classroom Grabs the Spotlight | KQED","description":"It's easy to figure out why a 13-year-old's eyes would light up if you give her an iPad. Think of all the possibilities: YouTube! Movies! Music! Angry Birds! But what about algebra? Would she be as excited about learning the quadratic equation just because it's presented on a shiny tablet? Turns out that -- at","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A New Tool in the Classroom Grabs the Spotlight","datePublished":"2011-01-22T01:25:39.000Z","dateModified":"2011-01-22T01:25:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"6953 http://blogs.kqed.org/mindshift/?p=6953","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/21/a-new-tool-in-the-classroom-grabs-the-spotlight/","disqusTitle":"A New Tool in the Classroom Grabs the Spotlight","path":"/mindshift/6953/a-new-tool-in-the-classroom-grabs-the-spotlight","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-6960\" href=\"http://ww2.kqed.org/mindshift/2011/01/a-new-tool-in-the-classroom-grabs-the-spotlight/students-with-ipad-2/\">\u003cimg class=\"size-large wp-image-6960\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad1-620x415.jpg\" alt=\"\" width=\"620\" height=\"415\">\u003c/a>\u003c/p>\n\u003cp>It's easy to figure out why a 13-year-old's eyes would light up if you give her an iPad. Think of all the possibilities: YouTube! Movies! Music! Angry Birds!\u003c/p>\n\u003cp>But what about algebra? Would she be as excited about learning the quadratic equation just because it's presented on a shiny tablet? Turns out that -- at least for the first few months of the class -- it does significantly boost the kid's interest in the subject.\u003c/p>\n\u003cp>One of the country's biggest textbook publishers, Houghton Mifflin Harcourt is banking on it. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">my interview this week with John Sipe\u003c/a>, HMH senior vice president and national sales manager, a few theories about the company's\u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\"> Fuse pilot program\u003c/a> are coming into focus.\u003c/p>\n\u003cp>1) \u003cstrong>Convenience is crucial.\u003c/strong> A 300-page textbook is replaced by a 10-inch tall, 1.5-pound sleek tablet that features all the same content, plus interactive tests, writing pad, calculator, hundreds of videos, and access to a world of information. \"With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there. Instead, on the iPad, you simply click on 'view video' and up comes our professor, Dr. Edward Burger,\" Sipe said.\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>2) \u003cstrong>Kids still need their teacher. \u003c/strong>In the eight-grade classroom I visited today at Presidio Middle School in San Francisco, the teacher played an integral role in the classroom. She asked the class questions, had students come up to the board to solve equations, and worked alongside them as they watched videos. As \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/\">Sipe put it\u003c/a>: \"Let students cover the basics on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\"\u003c/p>\n\u003cp>3) \u003cstrong>Learning happens outside the class.\u003c/strong> Whether they're working out algebra problems on their iPad or \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">watching a video tutorial on the Khan Academy website, \u003c/a>or trying new math apps on their own at home, mobile devices are making it possible and irrefutably convenient and easy to learn anywhere, anytime. And kids are taking advantage of it. The one who figures out how to get the best content to learners will be the winner in this rapidly changing world.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>4)\u003cstrong> Kids love learning by watching videos\u003c/strong>. With one-touch access to a video of an instructor explaining a problem, students are able to absorb the information in one more way, in addition to listening to their teacher or working out a problem on their own. And that seems to really help their learning process.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Next week, I'll report back on my visit to one of the pilot classrooms.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6953/a-new-tool-in-the-classroom-grabs-the-spotlight","authors":["180"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_275","mindshift_274","mindshift_81"],"featImg":"mindshift_6960","label":"mindshift"},"mindshift_6712":{"type":"posts","id":"mindshift_6712","meta":{"index":"posts_1591205157","site":"mindshift","id":"6712","score":null,"sort":[1295553740000]},"guestAuthors":[],"slug":"algebra-meet-the-ipad-part-ii","title":"Algebra, Meet the iPad: Part II ","publishDate":1295553740,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1295568811,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1150},"headData":{"title":"Algebra, Meet the iPad: Part II | KQED","description":"The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process. Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher Houghton Mifflin Harcourt's Fuse pilot program will determine at the end of the school year. In","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Algebra, Meet the iPad: Part II ","datePublished":"2011-01-20T20:02:20.000Z","dateModified":"2011-01-21T00:13:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"6712 http://blogs.kqed.org/mindshift/?p=6712","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/20/algebra-meet-the-ipad-part-ii/","disqusTitle":"Algebra, Meet the iPad: Part II ","path":"/mindshift/6712/algebra-meet-the-ipad-part-ii","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003ch5>\u003cem>The iPad's impact on the role of the teacher, paid content versus free online and open-source content, and the learning process.\u003c/em>\u003c/h5>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Will eighth-graders who use the iPad to learn algebra do better than their textbook-using counterparts? That's what publisher \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse\u003c/a> pilot program will determine at the end of the school year. In \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-a-year-long-study-explores-learning/\">yesterday's post\u003c/a>, HMH's John Sipe talked about how anecdotal surveys, halfway through the study, have shown higher engagement level and interest in algebra, partly due to the convenience of having all the content on the app. But how much of that engagement is related to the novelty of using the gadget has not been determined, he says.\u003c/p>\n\u003cp>Here's the rest of our interview.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you have any information you can share about grades so far?\u003c/strong>\u003c/em>\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>No, because the study’s still underway. But what we’ve heard from teachers is very encouraging. We’ve been able to see students' time on task, how long they were working on each problem, what they clicked on, what they avoided, which problems they got right and wrong. We have a lot of data that helps us to understand where students are spending their time, and where we need to spend our time as instructors.\u003c/p>\n\u003caside class=\"pullquote alignleft\">I could see a day when the links to the Khan Academy live right in our app, right alongside our videos.\u003c/aside>\n\u003cp>What I suspect is going to happen is that the performance between the print version and app version is going to be similar. But I do think we’ll see better performance with the app in terms of time spent on each task. So far anecdotally kids are spending more time actually involved in doing algebra in the classroom using the iPad, and that’s going to be key – because their engagement and interest is sustained. They’re going to be watching more videos because they’re more convenient to watch. They’re doing more of the practice problems because they’re more engaged in doing so because the “check your understanding” is right there and they don’t have to go look in another place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Did you train teachers on how to use the app?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Interestingly enough, the device is so easy to use, we didn’t have to spend a whole lot of time on training the teachers, because remember, this is just a student app. The teachers are still using their teachers' guide from print textbooks. This is just how the student accesses content. So the student is not issued a book, just an iPad, and all their content exists on the iPad. They use it on the bus, at home with their families, they bring it back to school and use it in class.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003cdiv id=\"attachment_6819\" class=\"module image left mceTemp\" style=\"width: 300px;\">\u003cstrong>\u003cem>\u003ca rel=\"attachment wp-att-6819\" href=\"http://ww2.kqed.org/mindshift/2011/01/algebra-meet-the-ipad-part-ii/students-with-ipad/\">\u003cimg class=\"size-medium wp-image-6819\" title=\"Students with iPad\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Students-with-iPad-300x201.jpg\" alt=\"\" width=\"300\" height=\"201\">\u003c/a>\u003c/em>\u003c/strong>\n\u003cp class=\"credit\">\u003cstrong>\u003cem>HMH\u003c/em>\u003c/strong>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>Q. I've heard from educators that they're worried about being replaced by these gadgets. And a lot of educators complain about not being trained properly in how to use the new technologies in order to be valuable to their students' learning process.\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Not only will teachers not be replaced, it helps elevate their positions in student learning. These videos and many of the aspects of the apps actually do the “heavy lifting” for teachers. Traditional algorithms are presented in these videos using traditional instruction. So teachers don’t have to “waste their time” on some of these things that they’ve always had to do. They can spend much more time on individualized learning, identifying specific student needs. Let students cover the basics, if you will, on their own, and let teachers delve into enrichment and individualized learning. That’s what the good teachers are telling me.\u003c/p>\n\u003cp>I did hear from a couple teachers as we were doing the training, sort of as anecdotes when they first got this, “Oh my god, what’s \u003cem>my\u003c/em> job?” And that’s obviously a natural first reaction, but when you start spending time with it, you realize this can actually make you a better teacher.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Will this app be available to the public?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’re submitting it to Apple as we speak. It will be commercially available probably in the next few weeks.\u003c/p>\n\u003cp>We’re trying to make this a way for teachers and school districts to save money. The app will cost substantially less than the student book. There will be a day before we know it when students will be carrying around an iPad instead of four or five 700-page books.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will an app like this compete with something like the videos on the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, which are free for anyone to view?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The Khan Academy is fantastic. Khan does fantastic work, and there are tremendous videos there. The thing that we can do that open source has a hard time doing is both vetting this with authors like Dr. Ed Burger, and also bringing it all to one place and making sure it aligns with state and local standards. We play the role of vetting and assuring that content has met all the pedagogical and other requirements that are critical and required for good content.\u003c/p>\n\u003cp>That said, I could see a day when the links to the Khan Academy live right in our app, right alongside our videos. Sort of like, \"Here’s our video of the quadratic equation, and if you’d like to see the video from Khan Academy’s, here it is.\" So again, it makes the learning happen all in one place.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. You've given 400 iPads to students for this study. Will you be taking them back after the pilot is over?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>That's to be determined. We’re developing other apps, Algebra II and Geometry, which are on the way. So it’s an item to be discussed.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. What’s the next step?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>We’ll see how this goes. We are the largest educational publisher in the U.S. and have the most titles in print and the biggest market share. We knew it was incredibly important for us to learn everything we could learn on how to deliver content in new ways. And this is one of the many new ways.\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>Our role in education is changing rapidly. With the amount of content available online, and with the amount of open source content, it helps inspire us to continually innovate and try new things in new ways.\u003c/p>\n\u003cblockquote>\u003cp>I'll be reporting more on the program after my visit with Presidio Middle School tomorrow in San Francisco, one of the participating pilot schools. In the meantime, you can \u003ca href=\"http://www.scpr.org/programs/madeleine-brand/2011/01/07/algebra-homework-theres-an-app-for-that/\">hear a report\u003c/a> about the HMH Fuse project at a Los Angeles school.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6712/algebra-meet-the-ipad-part-ii","authors":["180"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_33","mindshift_198","mindshift_275","mindshift_274","mindshift_124","mindshift_81","mindshift_65"],"featImg":"mindshift_6819","label":"mindshift"},"mindshift_6652":{"type":"posts","id":"mindshift_6652","meta":{"index":"posts_1591205157","site":"mindshift","id":"6652","score":null,"sort":[1295467566000]},"guestAuthors":[],"slug":"algebra-meet-the-ipad-a-year-long-study-explores-learning","title":"Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet","publishDate":1295467566,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Here's the first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1295563603,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1294},"headData":{"title":"Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet | KQED","description":"Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list. Since last fall, 400","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet","datePublished":"2011-01-19T20:06:06.000Z","dateModified":"2011-01-20T22:46:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"6652 http://blogs.kqed.org/mindshift/?p=6652","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/19/algebra-meet-the-ipad-a-year-long-study-explores-learning/","disqusTitle":"Algebra, Meet the iPad: A Year-Long Study Explores Learning With the Tablet","path":"/mindshift/6652/algebra-meet-the-ipad-a-year-long-study-explores-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-large wp-image-6668\" style=\"border: none;\" title=\"product_screen7\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/product_screen7-620x277.jpg\" alt=\"HMH Fuse\" width=\"620\" height=\"277\">\u003c/p>\n\u003cp>Whether or not the iPad is the Holy Grail in education has yet to be determined. But when one of the biggest textbook publishers in the world invests in a pilot program specifically for the Apple tablet, it's a good indication that, at the very least, it's on the short list.\u003c/p>\n\u003cp>Since last fall, 400 California middle school students have been using the iPad to learn Algebra with \u003ca href=\"http://www.hmheducation.com/fuse/algebra1/pilot-2.php\">Houghton Mifflin Harcourt's Fuse program\u003c/a>. This first app, \u003cem>Holt McDougal Algebra 1, \u003c/em>is an interactive version of the textbook, and with it, students get feedback on practice questions, they can write and save notes, receive guided instruction, and access video lessons.\u003c/p>\n\u003cp>\"We like to say that the course is 're-imagined,'\" said John Sipe, senior vice president, national sales manager at HMH. \"It’s a lot more than just adaptation. We know that it’s a more iterative process than a revolutionary process in moving things to mobile delivery to a place like iPad.\"\u003c/p>\n\u003cp>The pilot study, which includes a total of 1,000 students -- 600 receiving the same instruction with traditional textbooks, without iPads -- will go through to the end of the school year, after which, the research firm \u003ca href=\"http://www.empiricaleducation.com/\">Empirical Education\u003c/a>, will evaluate and deliver results by the summer.\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>Here's the first part of my interview with John Sipe.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Q. Will HMH create apps for other devices, too, or just the iPad?\u003c/em>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Right now, the apps are developed exclusively for the iPad. It was the first device that we could take full advantage of. It can support multimedia components, the multi-touch environment. And it's the first device that realized the vision that we’ve all had for a student learning device, a tablet.\u003c/p>\n\u003cp>But that said, we do have to be where schools are. So if tomorrow, dozens of school districts decided to adopt the Motorola Zoom Android-powered tablet, we’d be forced to take a hard look at porting our app over to Android. Many big app providers produce an Android version as well.\u003cbr>\n\u003c!--more-->\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Do you think the iPad will be a game-changer in education, or is it the beginning of what’s about to come?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>The iPad is a beautiful, remarkable device. That’s why there’s so much attention around it. It's not Apple’s first time to attempt a device of this kind. Think back to the Newton. It didn’t succeed because a lot of things that people wanted to do, it couldn’t quite do right. And this is the first device that is able to do everything right that people have asked, not withstanding the discussion around Flash.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Engagement is much higher, as is their interest and motivation.\"\u003c/aside>\n\u003cp>It’s an exciting device and a fantastic device to consume content. Is this THE device for education? That remains to be seen. Right now educators are telling us that it’s very expensive. And they’re right. As we’ve seen with all technology, price comes down very quickly, so it’ll be interesting to watch whether Apple decides to go after a more aggressively priced solution. Look what happened to their music offerings. Look at the Shuffle, for example, which costs $49, if I’m not mistaken. Prices change, they come down quickly. There are many folks out there who understand the importance of producing inexpensive tablets.\u003c/p>\n\u003cp>Is this THE device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way. And that’s the exciting part of what we’ve done and what we’re trying to do.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. How will the iPad-taught class different from a traditional algebra class?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen in practice is the fact that it’s bringing everything to one place that’s making it exciting. The convenience factor, the simplicity factor -- that’s revolutionary. For example, if you’re working through a lesson, there are three or four algorithms presented. With a textbook, if you want to learn more about one of the examples, you have to stop looking in your book and go online to our website and navigate that particular section and view our video there.\u003c/p>\n\u003cp>Instead, on the iPad, you simply click on “view video” and up comes our professor, Dr. Edward Burger, the Bill Nye of math education. Students have written to him saying he’s changed their opinion of what math is. So to have him right there, you can see how it’s natural for students to tap “view video,” as opposed to setting their book down and going to the computer.\u003c/p>\n\u003cp>Another example is, when students are working on a problem, they can simply click on “check answer,” and up comes, “that’s correct, and here’s why,” or “that’s incorrect, and here’s why.” As opposed to when they’re working on paper or even online, those pieces are a little more drawn out.\u003c/p>\n\u003cp>\u003cem>\u003cstrong> \u003c/strong>\u003c/em>\u003c/p>\n\u003cdiv id=\"attachment_6639\" class=\"module image right mceTemp\" style=\"width: 140px;\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>\u003ca rel=\"attachment wp-att-6639\" href=\"http://ww2.kqed.org/mindshift/2011/01/learning-algebra-with-the-ipad/ipad-on-tanmays-jeans-4/\">\u003cimg class=\"size-thumbnail wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\n\u003cp class=\"credit\">\u003cem>\u003cstrong>\u003cem>\u003cstrong>Chirantan Patnaik\u003c/strong>\u003c/em>\u003c/strong>\u003c/em>\u003c/p>\n\u003cp class=\"caption\">\n\u003c/p>\u003c/div>\n\u003cp>\u003cem>\u003cstrong>Q. Is there an adaptive aspect to this app, where students can progress to another level?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Right now, this follows identically to the student textbook. It’s adaptive only inasmuch as when the student takes an “are you ready quiz” before a chapter, students can see for themselves how they did in each of the subsections of the test, as can the teacher. Everything the student does in the device from a quizzing and assessment standpoint flows back to the teacher wirelessly. The app sends the data back to the instructor, what section they did well on, what they didn’t do well on. So a teacher has a lot more real-time data on student instruction. But as far as adaptive, actually changing the instruction, no the app doesn’t do that yet. But certainly the technology is out there. A different conversation happens then in terms of your goals.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. I guess what I’m trying to get at is whether this is actually changing the way kids learn.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>What we’ve seen is that students are going ahead more often, and going back more often, and they’re able to do it themselves. The other exciting thing we’re seeing is that when parents are working with students, and want to brush up on these kinds of things, for example the quadratic equation, they can watch the videos themselves and quickly refresh their knowledge.\u003c/p>\n\u003cp>The teachers who are teaching the 400 students in the study group right away say engagement is much higher, as is their interest and motivation. So their perception of math and algebra learning is much better based on anecdotal research we’ve gotten so far.\u003c/p>\n\u003cp>That was our belief when we launched this, but we won’t have any real data until summer. But what we’ve seen in focus groups and interviews with instructors is that engagement is way up.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Which begs the question, is it the actual gadget they’re interested in, or the content? \u003c/strong>\u003c/em>\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>Great question. We know it’ll be both. But what’s the dividing line?\u003c/p>\n\u003ch5>\u003cem>More with John Sipe tomorrow.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6652/algebra-meet-the-ipad-a-year-long-study-explores-learning","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_275","mindshift_274","mindshift_81"],"featImg":"mindshift_6668","label":"mindshift"},"mindshift_6630":{"type":"posts","id":"mindshift_6630","meta":{"index":"posts_1591205157","site":"mindshift","id":"6630","score":null,"sort":[1295400989000]},"guestAuthors":[],"slug":"learning-algebra-with-the-ipad","title":"Learning Algebra with the iPad","publishDate":1295400989,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>\"Is this \u003cem>\u003cstrong>the\u003c/strong>\u003c/em> device or is this the \u003cstrong>first\u003c/strong> device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way? And that’s the exciting part with what we’ve done and what we’re trying to do.\"\n\u003c/p>\u003cp>- John Sipe, Jr. Senior Vice President, National Sales Manager, Houghton Mifflin Harcourt, on the company's year-long pilot program with the iPad algebra curriculum. I'll be posting the interview in its entirety over the next couple of days.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1295462004,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":137},"headData":{"title":"Learning Algebra with the iPad | KQED","description":""Is this the device or is this the first device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learning Algebra with the iPad","datePublished":"2011-01-19T01:36:29.000Z","dateModified":"2011-01-19T18:33:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"6630 http://blogs.kqed.org/mindshift/?p=6630","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/18/learning-algebra-with-the-ipad/","disqusTitle":"Learning Algebra with the iPad","path":"/mindshift/6630/learning-algebra-with-the-ipad","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003c/h5>\u003cp>\u003ca href=\"http://www.flickr.com/photos/neuralchaos/4566931407/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-6639\" title=\"iPad on Tanmay's jeans\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/ipad-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>\"Is this \u003cem>\u003cstrong>the\u003c/strong>\u003c/em> device or is this the \u003cstrong>first\u003c/strong> device? It’s hard to say. But what we can certainly say firmly is that it’s the best thing to have come along so far. The reason we did this test is to learn as a content provider, how do we take a really well-designed, high-functioning mobile device and re-imagine curriculum, students interacting with learning in their own way? And that’s the exciting part with what we’ve done and what we’re trying to do.\"\n\u003c/p>\u003cp>- John Sipe, Jr. Senior Vice President, National Sales Manager, Houghton Mifflin Harcourt, on the company's year-long pilot program with the iPad algebra curriculum. I'll be posting the interview in its entirety over the next couple of days.\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/6630/learning-algebra-with-the-ipad","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_276","mindshift_275","mindshift_274","mindshift_81"],"featImg":"mindshift_6639","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. 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