Fluency on the iPad, like language fluency, does not necessarily come natural to most people. Unless you grow up in a language, as your mother tongue, and you acquire speaking this language unconsciously as a baby and child, it will require an effort (to various degrees) on your part to learn to become fluent in that language. Becoming fluent on the iPad requires a conscious effort and time as well.
I want teachers to be able to, not only ask for and use an app, because someone else recommended it, but I want teachers equipped with the curiosity and the knowledge of: the value an app can bring to a learner (and being able to articulate the value)the connection from the app to curriculum content (and being able to demonstrate the depth of that connection)the possibilities the app can bring in order to amplify (take a look at a previous post: The Next Step: Amplification )the difference of using an app to automate and substitute a task versus informate and transform (previous post: Enhancement-Automating-Transforming-Informating )how to evaluate apps for their transformative potential?
My Big Campus, from Lightspeed Systems, is an online service that allows schools to create an engaging, collaborative online environment. David Andrade has been reviewing it all school year long and this is another installment in the Long Review.
Deb Warchaw of Polaris Expeditionary Learning School requires her humanities students to create a fake Facebook page