The Learners
The learners for these lessons are expected to be Secondary teachers of any subject that have some experience with technology. It is expected that the learners with the lowest technology skills will be fluent, at the very least, in using e-mail, word processing, surfing the internet, and ssibly in creating presentations. These basic learners might have used an iPad or iPhone, but probably have minimal skills, such as downloading, using, and switching apps. For these learners, there are remedial and review type videos, links, and presentations that will
aid them in feeling confident in iPad use.
Learners that are more proficient in technology, including the iPad, will still learn from the presented material, since the
material also addresses more advanced material, as well. For these learners, and those with basic skills, there are videos, links,
and presentations that can enhance what they already know. They have the option of skipping over things that they do already
know.
Skills that the learner should know include e-mail, internet surfing, word processing, and presentation creation. They should know the basic operations of an iPad, but again, if they don’t there are activities that will help with these prerequisite skills.
Attitudes toward the class for these learners will be high, as long as they feel they have adequate time to learn and to apply what they have
learned to their own lessons and activities. Learning the materials on web site will also help with attitudes because educators can work at their own pace as time is available.
aid them in feeling confident in iPad use.
Learners that are more proficient in technology, including the iPad, will still learn from the presented material, since the
material also addresses more advanced material, as well. For these learners, and those with basic skills, there are videos, links,
and presentations that can enhance what they already know. They have the option of skipping over things that they do already
know.
Skills that the learner should know include e-mail, internet surfing, word processing, and presentation creation. They should know the basic operations of an iPad, but again, if they don’t there are activities that will help with these prerequisite skills.
Attitudes toward the class for these learners will be high, as long as they feel they have adequate time to learn and to apply what they have
learned to their own lessons and activities. Learning the materials on web site will also help with attitudes because educators can work at their own pace as time is available.
Performance Context
Supervisor support will vary from school to school. It is hoped that the educator will have time to apply their new skills, but this is not always the case. Because the instruction is online, educators may learn from these lessons a few minutes over several days, or they may be able to complete the lesson in just a few hours, with supervisor support.
The skills developed and applied by educators will be applied in the classroom. These skills will assist teachers if they have just one iPad or a
classroom set. It is hoped that the educators have an iPad for each student, but many of the lesson examples on this site may be applied to classrooms with a few iPads.
It is also important that the learners present their ideas to other learners or educators. By so doing, they can practice before
they use their own lessons with apps with students.
As educators become proficient, they may be asked to present their lesson ideas in staff meetings or to assist others in iPad use. As other educators become proficient, they can use the skills of Lesson 3 and create their own groups for sharing and collaborating with apps.
This information was collected from on-site visits, interviews and observations of the learners.
The skills developed and applied by educators will be applied in the classroom. These skills will assist teachers if they have just one iPad or a
classroom set. It is hoped that the educators have an iPad for each student, but many of the lesson examples on this site may be applied to classrooms with a few iPads.
It is also important that the learners present their ideas to other learners or educators. By so doing, they can practice before
they use their own lessons with apps with students.
As educators become proficient, they may be asked to present their lesson ideas in staff meetings or to assist others in iPad use. As other educators become proficient, they can use the skills of Lesson 3 and create their own groups for sharing and collaborating with apps.
This information was collected from on-site visits, interviews and observations of the learners.
Applied Skills
The skills that will be applied after completion of this lesson are the ability to come up with lesson plans that incorporate iPad apps, how
Bloom’s Digital Taxonomy and ISTE NETS-S fits in with it all. They will know more about tools for research and information fluency, and will also know how to create an online communication and collaboration site. The actual details of the lesson are up to the learner.
Bloom’s Digital Taxonomy and ISTE NETS-S fits in with it all. They will know more about tools for research and information fluency, and will also know how to create an online communication and collaboration site. The actual details of the lesson are up to the learner.
Available Tools
Available tools within the instructional materials include Pre-Tests, Lessons, Videos, quizzes, and links that help with finding even more
ideas.
To complete the class, the learner must have access to the internet through a computer. They can learn in a lab, or individually at home, but they must have a computer or iPad to access the lessons.
ideas.
To complete the class, the learner must have access to the internet through a computer. They can learn in a lab, or individually at home, but they must have a computer or iPad to access the lessons.
