Thanks, John for posting this journal topic. It has helped to support my action research in challenges teachers will have in assessing students using iPads, and in planning for successful and meaningful sessions with tablet technology - "Evidence from contemporary cognitive psychology indicates that learning is not, in fact, acquired via a building-blocks approach, but it proceeds in many directions at once and at an uneven pace." I'm finding this in assessing student use of various Apps targeting skills in learning the elements of music. Some make leaps, in a non-linear fashion in the higher order thinking skills. In melody writing activities, some students show gaps in their learning, but exhibit enough skills to present their melody - "the presence or absence of discrete bits of information (as required in the traditional class test) is of far less importance than whether students can organise, structure and use information in context to solve complex problems"
Very useful journal report.