Comments

• Mon, 09 Jun 2014
  Post by Deb Ellsworth

  I thought this was an interesting article. As some say, some teachers are reluctant to use this updated technology in their classrooms. In my experience, technology is moving much faster than older teachers can keep up with. I know that teachers would not be reluctant to make use of Ipads if younger more avid educators would take the time to teach them. That is precisely why I am taking this class. I know I need to update my skills and am very excited to find ways to use it in my classroom.

• Wed, 29 May 2013
  Post by Battershaw

  This article made me think more about how to use an Ipad in the classroom. In the first article is how I use technology in my classroom. The second article made me think how much more I can use an ipad for.

• Mon, 27 Jun 2011
  Post by Greg Graham

  Great job! I enjoyed the even-handed nature of this article. This is one of the most thorough evaluations of the strengths and weaknesses of using the iPad in the classroom. My only complaint is that the authors sought to emphasize pedagogy, yet the strongest conclusion drawn regarded the importance of the iPad's apps. Also, I'd like to see more reflection on the stark difference in the experience of STEM teachers vs humanities teachers. I found it interesting that both authors come from my field (comp rhetoric), yet said little about the impact of the iPad upon teaching writing. I have made the case that the laptop is a better tool for teaching writing than the iPad. (http://bit.ly/jQJfaE)

  BTW, I also thought it odd that Terry criticized the emphasis on pedagogy while advocating a certain pedagogical approach.

• Tue, 24 May 2011
  Post by Carolyn Stoll

  Hi, Terry -

  Interesting point, but we never claimed that all learning comes from teaching. Moreover, it seems illogical to point to constructivism, itself a pedagogy, as evidence for why pedagogy is not important to the process of learning. The point of our article is that the iPad's potential lies in how it allows the learner to explore content on her own, which is the very heart of self learning. The teacher's role should be to fashion learning experiences that facilitate that process. In other words, constructivism, which is what you're talking about, IS a pedagogy, and OUR ARGUMENT IS THAT that should be the focus of our discourse about the iPad, not the device itself.

• Mon, 23 May 2011
  Post by Cuauhtemoc Gomez

  I read your article and I find it very interesting. Where I come from, education hasn't progressed almost at all, and most fellow teachers sneer at the use of technology, fearing it'll replace actual teachers in the classroom. Maybe it's actually an unhealthy mixture of lazyness, arrogance, fear and a bit of ignorance.

  I started teaching (English teacher here from a country where Spanish is the FL) with the Ipad2 (which I bought because of the beautiful built-in native VGA mirroring), and I found out that even if it´s not gong to revolutionize eduuation, it's helped me a big deal. My children are definitel more engaged if they see the flashcards through the projector. There are a lot of interactive audiobooks that keep the classes fresh and challenging. So far, 2screens plus am iphone and 2screens remote have made miracles.

  anyway, the Ipad has made my classes very different, but I totaly agree with you at the same time. It makes my teaching more efficient, but at the end of the day, it relies on the teacher`s skills anyway. Greetings from Mexico...

• Sat, 21 May 2011
  Post by Terry Elliott

  It's not the pedagogy, stupid, it's the learning. Classic mistake in assuming that all that is learned must be taught. Most all that we learn is not taught except in the sense that it is self-taught. Until we acknowledge the error or 'it's the pedagogy, stupid' we will continue to get what we have always gotten.