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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

It appears since the arrival of iPads that the PC it is no longer the cutting edge technology that it once was. My blogs aim to investigate the use of this handheld technology in primary education, in particular my School's 'iPad journey' and look at some of the apps, which when used creatively with other apps, can be used across the curriculum to engage, motivate and inspire children's learning in the classroom. mrandrewsonline@gmail.com

In this blog post, David Andrews, a teacher in the United Kingdom, writes about the pros and cons of using iPads in the classroom, rather than laptop computers. Among the benefits, he writes, are usability, superior audio-visual tools, electronic books and tools that enable creativity. The downside, Andrews writes, is that the devices are not compatible with Adobe Flash and Javascript, do not facilitate multitasking and have poor word-processing capabilities.

"In numerous surveys and studies, employers and universities say they desire the following qualities, which many of them say often seem quite absent in young people: Creative thinking Independence / self-drive Teamwork Problem solving strategies Confidence to try new things"

1) Focusing on content apps" 2) Lack of Teacher Preparation in Classroom Management of iPads 3) Treating the iPad as a computer and expecting it to serve as a laptop. " iPads are devices meant to compliment computers" 4) Treating iPads like multi-user devices 5) Failure to communicate a compelling answer to "Why iPads? "iPad supports essential skill areas - complex communication, new media literacy, creativity, and self-directed learning"

"Change 1: Personalized learning" Change 2: Creative interactivity Change 3: Online learning Change 4: Formative assessments Change 5: Change

Cannot agree more on the way this Swiss school use ipad for content creation!

An experience from Marymount School in New York.  

Good questions, answered