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?
(images from Engadget)Apple just announced their long awaited and anticipated tablet slate, the iPad. Steve Jobs described it as something between a smart phone and a laptop.It is really an over sized iPhone. It runs the same operating system and can use the
The biggest complaint administrators and teachers have is too much paper.
It's serious crunch time in regards to education budgets. Budgets are staying flat or shrinking as costs go up. So, how do we cut costs to get the most bang for our buck? Here are some tips 1. DIY Whiteboards