iPads in Education -S14

can be used by most teachers, not just English.

Although I currently do not have iPads in my classroom, the QPS Internet Acceptable Use Policy covers their use in the classroom.

Using map on Ipad, choose favorite vacation spot. Take a picture of the location and save. Then using the internet, begin your research. Use google images to save 5-6 more images. Using the Note app and Photo app create a slide show using research and pictures.

good for sharing documents, pictures, etc.

easy app for creating post cards

Many iPad lessons in many subject areas including using Keynote to import a Power Point presentation to be able to use all new animations rather than the tired old animations most kids have already seen. Also include upload a soundtrack from the iPad.

Students can interview someone and create a presentation in Keynote.

creative writing activity that employs use and analysis of literary devices as well as archetypal characters and settings.

http://www.pecentral.org/mediacenter/video_ipadspe.html This is a link to a presentation on how the iPad can be used for physical education. I thought the teacher speaking was funny and had great tips. He includes an app called Fitness HD. This app has countless exercises, that are demonstrated for the students. The students can follow along during a fitness lesson. This particular lesson would be most beneficial for high school students. A huge strength is that students have a visual aid to show them how to do the exercise properly. Another strength, is that it has so many exercises available for viewing. The text in the app is clear an easy to read, as well. It's a solid app to use as a fitness lesson. I was drawn to this particular lesson because I consider fitness to be one of the most important units taught in phys. ed. I find many adults come to me and do not know how to perform exercises properly. This lesson would teach students the proper way to exercise at a young age.

This lesson includes a traditional art-making component using pen and ink and a digital art-making component using photography and an app called The Daily Monster.

The project requires students to use primary source images and/or footage in combination with their own creations to tell the story of the revolution. Students are permitted to use a number of different formats for their presentations, including slideshows, movie documentaries, newscasts, or interviews. They are required to address the revolution's causes and effects, discuss whether the revolutionaries were successful in bringing about change, and identify the historical importance of the revolution in a broader context.

This would be an excellent addition to lessons I currently teach on renewable energy resources and local winds. Although this particular lesson didn't have objectives or a scoring rubric, it serves as a real-life application of deciding the best locations for wind farms. A teacher could easily modify this lesson, or even incorporate additional apps to meet their individual needs as well as the needs of their students.

Students use Puppet Pals to create dialogue and animation - demonstrating understanding of the beginning of the Gold Rush period.

This You Tube video offers some current statistics on the rapid pace of change in technology and the associated changes in our global economy, career possibilities, and personal lifestyle. It points out how education must change to prepare students to thrive in the future, and it quickly highlights a few very interesting ways that schools can make those changes happen in their classrooms.

1) Bridge Constructor FREE You can build all types of bridges with different types of materials and it is a competitive game against yourself or others. 2) Paper Telephone You can play with one iPad being passed around or play on the network with the whole class on their own iPad. Someone writes a phrase, some draws a picture based on that phrase and the next person writes the phrase they think the drawing represents. 3) Glow a Free A time based puzzle drawing game where the student cannot retrace a line and has to draw all of the lines shown. There are many free levels and this is very challenging and everything you draw glows!

The three creative ways that I think would be the most effective in my health classes would be: 1. A virtual field trip, 2. Polling students and 3. Videoing role plays and skits. Virtual Field Trip Taking a virtual field trip I think would be so beneficial to many of my lessons that I teach especially when it come to the anatomy lessons such as the heart, lungs, eyes or brain. Students would be more engaged in the learning process if they could pretend to be a blood cell and travel through the heart and actually experience what the heart does and how it effects all other organs and bodily functions. I feel it would be much more realistic through a virtual tour of the body than me reading a book to them about it. Polling Students I would really love to use an ipad to poll my students as a way to see how much they have learned from the lesson. I could replace the old exit slip method and with a quick poll. This method would be more efficient for me to comprehend what my students learned and need to review. I could even use it as a pre-assessment to the lesson as well. Videoing skit/role plays Since most of my health lessons are activity based lesson I tend to use many role plays and skits as a way for my students to practice refusal skills and healthy communication between their peers. I feel by videoing them as they are performing the role plays, their peers and myself (even the group who performed) can provide constructive feedback in a much better format. It would be great to be able to replay certain skits to show students what strong refusal skills are when it comes to drinking, smoking and other unhealthy behaviors (even bullying). I would even love to have student's skits be recorded and then stop the skit before the ending and have small groups of student write the ending to that skit. Then I could play the ending to the skit and have the students decide whose ending would work better in that situation, theirs or the actors.