Introduction
Lately the iPad has been gaining a significant amount of momentum in the U.S. as an additional teaching tool within various kindergartens to grade 6 classrooms (Banister 2010, 121). As various school districts and teachers have noted students are able to relate better with technology driven lessons rather than traditional methods of teachings. This is evidenced by numerous studies that compared teaching utilizing traditional means with that of technology utilization. These studies utilized computer programs that turned ordinary lessons into games enabling students to learn in a “fun” way. This resulted in higher levels of student interest which actually resulted in greater lesson retention and even curiosity regarding new lessons that were to be presented, a factor rarely seen in the traditional method of teaching.
Unfortunately, due to the cumbersome nature of computer systems their utilization within ordinary classrooms could not be easily feasible due to inherent costs and the fact that classrooms literally did not have enough room to accommodate such systems to enable all students to effectively utilize them (International Business, 2011). With the creation of the iPad this problem is resolved with school systems suddenly gaining access to a computer system that is light weight, has an excellent user interface and can in effect be used by several students within an ordinary classroom setting due to the fact that it doesn’t take up much room (Snell 2011, 30). As various teachers in the U.S. have noted the use of the iPad has brought with it greater interest in task of learning the state that children don’t think its “work”, in the traditional sense, but rather “play” due the degree of physical interaction with the device and its various applications (Williams 2011, 40).
In numerous cases it was seen that students preferred utilizing the iPad as compared to regular pen and paper due to the intuitive touch pad control system that gives them a greater degree of interactivity with the lessons (Winnie, 2011, 5). It must be noted that the concept of “interactivity” involves students getting the “feel” of the lesson itself. In most cases these involve classroom activities involving teaching controlled experiments for the students which have been shown to increase student involvement and interest in the lesson itself (Winnie, 2011, 5). Based on the level of interactivity alone, iPads can be considered a tool that enables teachers to open a child’s imagination and feed their natural curiosity with little effort on the part of the teacher.
The degree of interactivity helps to make lessons fun which has been shown to create a greater predisposition towards learning in effect creating the potential for greater degrees of student participation in lessons, enabling better subject retention and as a result creating higher scores on academic exams and quizzes (Buckleitner 2010, 5). It must be noted though that professor emeritus at Stanford University Larry Cuban states that there is actually little evidence as of yet to prove that students learn faster by using iPads. No conclusive studies have actually been created that have produced valid quantitative results in the form of grade point average comparisons between students that have used the iPad or not which validates their use within classrooms (Wieder 2011, 22). Not only that, an iPad on average costs between $500 and $750, its widespread implementation in any school system to be utilized as a teaching tool not only represents significant financial costs but risk as well due to the lack of valid studies showing that the iPad truly increases student test scores which are used as an indication of “success” in most school systems.
On the other hand various educators do agree that greater interest in learning usually brings about higher grades and the iPad definitely increases the level of interest children have in learning new lessons and concepts. By turning lessons into games and utilizing step by step animations to teach difficult lesson concepts students are in effect drawn into the lesson themselves which creates a better environment for learning (Ambrose, n.d.). It is based on the two views presented regarding the use of the iPad that two distinct arguments have been created regarding their use in certain school districts with one side arguing that the greater interactivity of the iPad brings about increased motivation to learn due to the device being a great tool for engaging kids in the learning process while the other side argues that the novelty off iPads will soon wear off and that the money would be better spent recruiting and training more teachers (Wieder, 2011, 22) (Winnie, 2011, 5).
When examining the applicability of this particular technology in the U.K. school system it becomes an argument of tradition versus innovation. Several questions arise such as potential cost savings, perceived improvements, the need for teachers and whether the buying several iPads for various students within school districts in the U.K. is as advantageous for students compared to hiring and training teachers with the same amount of money (Ambrose, n.d.). In large part the use of the iPad is still considered rather new and as such the case of its use in the U.S. cannot be used as a definitive example of the iPad’s positive implications towards its use in a classroom setting since sufficient comparative studies have yet to be developed (Wieder, 2011, 22). It is due to this that this paper will examine how it could potentially be applied in the U.K. educational system, what benefits may come of it and if it is a better alternative to just training more teachers.
iPads as an Educational Tool and an Interactive Replacement for Books
An examination of iPad use to date in the U.K. system of education reveals that so far only Honywood Comprehensive School in Essex has adapted its general use among its student population. Further examination of the iPads proliferation in the surrounding school systems within the region show that as compared to the U.S. various school districts here are reluctant to adapt the iPad for widespread utilization due to the relatively new method of education that it brings and the uncertain results that come with it. As mentioned earlier one of the inherent problems with its widespread adoption into classrooms is the fact that it has yet to be proven to actually improve a student’s ability to learn compared to traditional methods of education.
The leading proponent in this argument for the adoption of the iPad is the versatility of the device itself with literally thousands of apps being created with a large percentage being devoted towards educational purposes educators find themselves with the opportunity to utilize a powerful and versatile tool that could literally have thousands of potential educational uses (Levit et al. 2010, 2). As educators have noted, various software companies have adapted their operational structures to incorporate the new market for Apps (Applications) and as such development for apps related to interactive educational programs have risen as well. Various apps ranging from kindergarten based spelling and word association to advanced math formulas and problems have been appearing on the market in order to cater to the growing demand for education based applications (Winnie 2011, 5).
Not only that the diversity of various applications have resulted in various lessons being incorporated that couldn’t have been done before such as playing the piano using the interactive touch keys, listening to actual music as played from an instrument, watching various videos related to particular lessons and a whole host of other potential uses (Foote 2010, 17). It must be noted that even with the relatively early stages of consumer adoption of the technology thousands of applications have already been created with thousands more potentially on the way. It is due to this that the potential for the iPad must not be underestimated since its versatility for educational purposes lies not in the product itself but rather in the various applications that have been developed in order to take advantage of it. An examination of the its proliferate usage in the U.S. shows that the utilization of the iPad resounds better with kids as compared to the use of textbooks which as a result has fueled the market for various eBook providers.
The advantage of eBooks over actual textbooks is the fact that supplies will never run out, they can be gained almost instantaneously, they are cheaper as compared to regular books and with the iPad’s large screen reading them has never been easier (Tivnan 2010, 20). It must be noted that the use of eBooks has as of late been gaining rapid popularity with various textbook publishers opting to place a large percentage of their current lineup of classroom textbooks in eBook formats (Norris, 2010 13). This has resulted in a sudden surge in eBook readers being available in the market today such as Amazon.com’s kindle eBook reader (Norris, 2010 13). The advantage of using an iPad of over an eBook reader is the fact that the iPad has more features, is more versatile and has a far larger screen. While it may be true that the iPad also has a far higher price tag the fact remains that over a period of time the versatility of the iPad’s various apps can win over a eBook reader any day (Foote 2010, 17).
In fact the use of an iPad as an eBook reader has been gaining considerable ground due to the fact that schools in effect save money on delivery costs as well as the price of the books themselves. For schools in the U.K. textbooks costs are among one of the highest costs associated with attaining an education. Not only that children from kindergarten to year 6 at times have to bring textbooks back and forth from schools which has been shown to potentially cause back injuries due to the weight of the textbooks themselves (Our Children’s Aching Backs 2002, 14). It is due to this that relatively light weight iPad presents itself as not only a versatile solution towards cheaper textbook utilization but also as a safety measure preventing possible health concerns from happening to children in the future.
Ipads are Built more for Consumption rather than Creation
Aside from the argument stating that the educational value of iPads is yet to be proven several critics of its implementation in the U.K. system of education have stated that due to iPads being built more for consumption rather than creation this in effect creates problems for its usage as a main teaching tool since it is the creation and application of content that is at the core of the educational system (Wieder, 2011, 22). While it may be true that the iPad does not contain the features of a laptop the fact remains that it is still one of the best means of educational media consumption in the world.
Interactive educational applications as well as various different kinds of educational content already available on the Apple app store give educators a plethora of different choices of content to provide to their students (Banister 2010, 121). It must also be noted that for students ranging from kindergarten to year 6, education is geared more along the lines of the consumption of content rather than its application. This is due to the fact that it is at these years that the basis for higher forms of education are established where true application is necessary (Ambrose, n.d.). It must also be noted that iPads are not meant to replace the education provided by teachers but rather are meant to enhance it (Ambrose, n.d.).
Many have made the assumption that iPads were meant to replace teachers in the current system of education yet such assumptions are baseless and have no real merit. The utilization of an iPad is meant as an added educational tool enabling better student interactivity with lessons resulting in a far better approach to getting students to be more involved and engrossed in the lessons themselves. It is due to this that despite the iPad being geared more towards consumption it still proves itself to be a useful tool in a teacher’s educational arsenal.
Do iPads Represent a Passing Trend or an Innovative method of Education?
Another argument discouraging the use of the iPad within the U.K. school system have been critics mentioning that its use is merely a passing trend and that the money that would go towards buying iPads would be better used going towards training more teachers (Wieder, 2011, 22). As mentioned earlier the power of the iPad is not in the device itself but rather in the various apps that can be developed that could be used on it (Banister 2010, 121). There are potentially limitless applications that could be developed that could effectively enable a far more efficient, progressive and above all educational experience for students resulting in a possible revolution of the way in which education is taught (Banister 2010, 121).
The inherent problem in this particular case is the level of uncertainty attached to the utilization of the iPad due to it being a relatively new tool for education. Nicholas Carr in his article, “IT doesn’t matter”, which examines the use of technologies and their implications on society states that technologies and their widespread use only become cheaper once they reach their build out completion (Carr, 2007). The term “build out completion” refers to a point in technological development wherein a type of technology has already reached commercial viability and can be effectively replicated and mass produced (Carr, 2007). Carr explains that so long as certain forms of technology have not reached a point of build out completion they will most likely never be adopted due to their prohibitive costs and the uncertainty attached to the technology itself (Carr, 2007).
It is based on this that it can be seen that the adoption of certain ideas regarding particular technologies and concepts can only occur over time and that their implementation in society cannot fully occur till the technology or concept itself reaches its build out completion and removes uncertainties attached to it (Carr, 2007). Taking this line of thought even further it can be surmised that with the nature of communication being a process of convergence and divergence the possibility of convergent or divergent thoughts regarding a particular technology or concept can and will occur (Carr, 2007). Thus this explains the current situation wherein two separate viewpoints have occurred both for and against the use of the iPad with the potential for it reaching its build out completion being and being a useful educational tool in the future being the main focus of the argument.
Funding and Utilization within Schools
Based on the various examples seen within the U.S. the best method for funding the iPads themselves would be to utilize government subsidies on the basis of improving the educational attainment in schools (Banister 2010, 121). Such a strategy worked rather effectively in the U.S. and as such it can be assumed that it would work just as well in the U.K. As for encouraging schools to utilize the iPad, based on the fact alone that it encourages students to learn through sheer interactivity it is doubtful that there would be any reluctance to actually use them once it has been proven that iPads can both encourage student participation and grades
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