iPad Success Stories

[ChrisA]

I, too, have had many challenges with students addicted to their iPads and the rising failure rate that seems, in some part, to be a result of that.  However, I have seen some GREAT things happening as a result of TLC3.

Let me start with the basics.  I have cut down dramatically on my paper usage.  When I have stories or other documents for my students to read, instead of running off 150+ copies, I post them on School Fusion.  My students can download them onto their iPads.  Students who do not have an iPad can print them out.

At the next level, my first-year students made digital books on Deaf role models for the elementary students in MISD's Regional School for the Deaf Program.  My students learned how to use new apps and saw their work make a difference in the lives of other students in our district.  The RSD students now have the opportunity to read books about Deaf individuals who have made a difference in the world, like Beethoven, Lou Ferrigno, Marlee Matlin, William Hoy and many others.

My second-year students have embarked on a year of intense TLC work:

*One group has started an American Sign Language (ASL) course on iTunesU.  Please subscribe to the Shining Signing Stars.

*Another group in the same class is turning children's stories into signed videos for the RSD students at Escandon.

*Another student in the class has been creating lessons related to deafness on EduCreations.

*Two classes of second-year students are working with our Special Friends, self-contained SpEd students at our school, several of whom are non-verbal.  My students go once a week to teach them sign language (our Special Friends are not Deaf, but sign helps the non-verbal students have a means of communication with their classmates and teachers and with my students) and to teach them songs and stories.

*In another class, one group is using their iPads to make videos of children's SONGS for the RSD students at Escandon.  The other group in the class is planning a Saturday seminar in May for MISD employees and other adults in the community who would like to learn basic ASL to use with children on the spectrum who are non-verbal and with Deaf children.

*In my final second-year class, one group is involved in the Special Friends project.  Another group has been working to create video lessons on YouTube to correspond with the lessons in the ASL I book so students can watch those videos if they are absent the day signs are introduced or when they want to study.  The final group has been working all year with an international autism organization (autismbrainstorm.org) to create sign language videos that complement a variety of behavioral methods used with children on the spectrum.  The students correspond directly with the vice president of autismbrainstorm.org.  She sends them material to read about each new method, and then they create the videos.  They have learned about the Miller Method, response signals, and so much more.

With the iPads, NONE of this would have been possible!!!  It has been extremely rewarding to see the students TRANSFORMING LEARNING IN OUR CLASSROOM, ON OUR CAMPUS, and IN THE COMMUNITY!!!!!

[eliotj]

Several weeks ago, we began using EBACKPACK and it's been SUPER FANTASTIC!
I LOVE no paper. I LOVE the ease of grading and returning assignments as well as looking on my screen to see who has and has not turned in what.
Then exporting to skyward! It's SUPER!
the issue is the ones without iPads, games, facebook etc. i've been deleting apps left and right

[san]

Excellent tool for students that have the motivation to learn. They use the ipad properly and learning and growing stronger with technology.

[Ms. G]

I teach Art at the Middle School Level





My frustrations have been like everyone else's. More time spent redirecting students inappropriate use of iPads in class: messaging, Facebook, Instagram.



I also got frustrated with the students when it came to Edmodo because they suddenly "couldn't remember their passwords," "the Internet isn't working" -students were switching off their wifi.



Successes - we have been using a drawing app as an option when the students do their daily warmup drawing. About 60% of my student with iPads chose to do their warm up drawing with the device. For those using the iPad it allows them to do more than just the drawing by allowing color choices and various digital versions of art mediums.



Research is much easier when most of my class has Internet access. I need to be specific and limited on use if the Internet because it becomes a visual cruch. Instead of looking at an object in real life or drawing from memory, students want to Google an image to copy. This can be helpful when they need a specific detail but many times I find them copying another artist's drawing instead of using a real life reference. Now we are being specific on whether and how much they can use the Internet for visual images.



Thanks to the iPads we were able to do a unit about Stop-Motion animation which combined elements of Visual Art and Drama. This is a project that would not have been possible without the iPads.



I can't count on students having the device so it becomes a supplement. When I use it for unique creative things, they participate. When I simply try to move from paper to electronic, they become much more resistant.