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'We are now entering the mobile age, where phones are carried everywhere...cars are becoming travelling offices, airplane seats are entertainment centres, computer games are handheld ... We now have the opportunity to design learning differently: to create extended learning communities, to link people in real and virtual worlds, to provide expertise on demand, and to support a lifetime of learning' (Sharples, p.2 ). New technologies are enabling change, socially and economically, and education is cautiously embracing these tools for 21st century education. A paper presented at the recent 26th Australian Computers in Education Conference, titled Developing Early Learners' Creativity and Collaboration Using iPads, reports on a case study designed to investigate pedagogies using iPads that develop creative and collaborative skills in young learners. 'How can teachers use iPads to facilitate the development of creativity and collaboration in early learning?' (p. 3) is the focus of this research. The study was conducted in a Year 2 class where one of the authors was the teacher. Six iPads were available in a class of 25 students. Ten learning activities were developed and students in small groups used iPads to complete the assigned tasks. For some activities students worked in pairs. A reflective journal, guided by questions that focussed on creativity and collaboration was maintained by one of the authors. The paper responds to the forces of 21st century education: the surge of mobile computing devices and what have been termed the 21st century skills (critical thinking, communication, creativity and collaboration). The authors focus discussion on creativity and collaboration from various perspectives including those outlined in the Australian Curriculum documents (ACARA). It is through the review of these sources that the authors adapted and developed checklists to measure creativity and collaboration in their study. Three vignettes are shared by the aut

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1- My students should be able to create presentations . Here are the apps to help you achieve this goal :" 2- My students should be able to create digital stories. 3- My students should be able to create eBooks . 4- My students should be able to print their docs right from their iPad. 5- My students should be able to create videos . 6- I want to Improve my students reading skills. 7- My students should be able to take notes on their iPad . 8- My students should be able to create written content on their iPads . 9- My students should be able to use White Boards from their iPads. 10-My students should be able to record audio clips 11- My students should be able to screen share 12-My students should be able to do their homework with the help of iPad . 13- My students should be able to create mind maps 14-My students should be able to do research using iPad 15-My students should be able to create digital portfolios .

This report presents the findings from a project that used tablet technology with young children (aged 2 to 6 years of age) in three different early childhood settings. The project was designed to explore the possibilities for learning in each setting to determine if the use of tablets is appropriate for this age group.

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Educational institutions have rapidly progressed from computer labs for teaching and learning to the use of laptops and now to a wider use of tablet devices. The iPad is gaining popularity as a learning tool at all levels. However, there is limited empirical research available about the nature of students' interaction with the device or the potential of these devices to support student learning. iPads in the Primary School: Emerging Findings from Research, by Garry Falloon, a paper presented at the 2014 Australian Council for Computers in Education conference articulates 'key findings from the first two phases of a 3-year study exploring primary school students' use of iPads and apps in general class settings.

This paper presents a case study of the iPad's adoption in a primary school, one of the first in the world to adopt it. From interviews with teachers and IT staff, we conclude that the iPad's main strengths are the way in which it provides quick and easy access to information for students and the support it provides for collaboration. However, staff need to carefully manage both the teaching and the administrative environment in which the iPad is used, and we provide some lessons learned that can help other schools considering adopting the iPad in the classroom.