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Why the iPad play role in prep class in Melbourne Research Paper


Introduction

The iPad is a computer in the line of tablets designed and marketed by Apple Incorporation. It is primarily meant to cater for audio-visual media such as movies, games, music, web content, periodicals and books. The table technology was revolutionized by the introduction of the Apple iPad in 2010.

Curiosity about the capability and potential of the new technology in the academic field rose significantly. The iPad seems to have the capacity as a controlling tool given that it may enhance cooperation, abet novice despite their respective edification field or level of intellectual realization and uphold organization.

The iPad uses matching operating system just like iPhone as well as iPod. The computer requires modification in order to run programs that are not distributed and approved by Apple. Like most contemporary laptop computers and phones, the iPad is controlled through a multi-touch display.

It is sleek, portable and comes with a speedy processor. It has changed the technology platform through addressing legitimate consumer needs. It does not leave the user frustrated like most previous tablet devices. The operating system is user-friendly and is significantly different from the desktop designed operating systems.

Considering that most learners are the youth, the iPad offers students with the latest technology and innovation that is essential in the job market. In the United Kingdom, the iPad demand from consumers is high and is continuously increasing. The iPad is convenient for all including professionals and students.

A smooth scrolling touch screen feature of the device is simple but impressive. It gives quick responses which is highly beneficial to learners during class discussions. It allows learners to rapidly navigate between texts in order to find specific passages.

Literature Review

“Project iPad: Investigating Tablet Integration in Learning and Libraries at Ryerson University”

Naomi Eichenlaub et al (2011) conducted a research that was meant to reveal the integration of the iPad in libraries and learning at Ryerson University. Eichenlaub and four other colleagues investigated the use of iPad at Ryerson University.

They generated the article Project iPad. Research indicates that the iPad is not a central ingredient of scholastic life. However, they observe that the iPad could be a potent tool used in supporting erudition and similarly abet collaboration.

Participants

A group of librarians were involved in investigating the emerging role of the iPad in the lives of students. According to the authors, the chief librarian at Ryerson presented new librarians with the opportunity to have access to $5000 funding. The money could be used at the beneficiary’s discretion (Eichenlaub et al., 2011. p.18).

The librarians decided to purchase and experiment the iPad tablet which had just been released into the market in Canada. The project focused on the tablet with a small group of students.

The main concept was to purchase iPads and allocate them to students grouped in fours. The tablet was available to the students for one academic year. The librarians were to observe how the learners integrated the tablet into their academic field (Eichenlaub et al., 2011.p.18).

Beneficiaries were expected to report on the progress or inhibition that the tablet presented. They would be required to blog on weekly basis in regard to their experiences. The librarians mandated to oversee the project implementation would meet the students on monthly basis. Time management was a crucial aspect of the whole project.

The participants were expected to develop contemporary approaches towards time management and self-organization. It is imperative to note that before the project was initiated, the team members had no experience in utilization of tablet technology. However, the simplistic nature of the iPad allowed learners to quickly learn the concepts of using the device.

Organization of intellectual work

Basically, apprentices who partook in this research study got the sole chance to the development of novel schemes to effective time management as well as proper personal lives and intellectual organization. The efficiency as well as completeness of iPad got assessed aligned with personal computers (PCs) in addition to laptops.

Apprentices approved that the iPad tendered notable and advanced performance when evaluated against the desktops. Its worth noting that these aspects of students views are linked to quick start up, excellent battery life, light weight design and touch-screen interface (Eichenlaub et al., 2011. p.18).

Putting iPads to Work

An article by Maria Korolov Putting iPads to Work focus on the iPad in the work environment context. The author states that the iPad as a portable tablet is gaining ground quickly due to its capacity to eliminate paper in the boardroom and adding elegance to sales calls. The use of virtual desktops can give the iPad the same functionality as a laptop or a desktop.

According to the article, the iPad provides enterprise-grade security. Cloud-based solutions have become more popular in learning institutions. The solutions seek to deliver synchronized experiences that are agnostic to devices. Considering the options and probability for constant connectivity, tablets are aligned well to the trend (Madan, 2011).

It is not a surprise that technology is making a huge impact in all the aspects of modern life. It has also become an integral part of learning in schools. Subsequently, the concepts learnt are transferred into the work environment.

The iPad has been integrated in most companies all over the world. Knowledge in technological concepts is highly valued and potential employees are required to possess basic concepts of using computers. Apple’s Chief Financial Officer noted that the demand for the iPad by employees is quickly increasing in the corporate environment.

The author of the article state people love portability and enjoy ease of using the iPad. In fact, IPad users do not need to worry about connections as is the case with laptops and desktops. The iPad allow access to centralized documents through the Citrix Client.

Customer records and financial reports are not stored in the iPad itself. It is a convenient way of accessing data and information without having to carry the information around. In case the iPad is lost, there is no information lost, only music and games (Korolov, 2011. p.1).

The iPad can be password-coded to enhance security of sensitive accounting data according to the author. The author observes that the Chief Executive Officer of New Jersey Community Bank purchased iPads for senior executives and board members to enhance connectivity and save paper during board meetings.

This has significantly increased the efficiency of management. The author recommends that organizations that have not incorporated the iPad should set up policies for the device in the organization. This will facilitate improving data protection, support employees to maintain track of news, assortments, in addition to marketing data and making them much easier present to the consumers.

Methodology

The current research has interactively used qualitative research method in arriving to the conclusion on the role of the iPad in Melbourne. The research has utilized a considerable variety of information from different academicians. These sources are credible because they are in tandem with what is currently happening in technology, learning and the applicability of technology in modern life including work environment.

Most of the information used in reviewing the iPad has been generated from previous research with the researchers utilizing time and resources to come up with the conclusions.

This research has extensively engaged qualitative research method in drawing the conclusions. This method is effective as it analyzes information gathered from different sources. It is imperative to understand it is not common for different researchers to investigate an issue and come up with a common understanding yet they had not consulted each.

This study reveals that children find touch screen easier to use as compared to mouse and keyboard. Students with disabilities are also found to learn quickly using the iPad as it has interactive features designed for large icons. The device is also observed to change learners’ behavior. It influences team-based erudition, cooperation and collective customs. In fact, the appliance goes ahead of conveying itinerary or course materials.

It offers the user access to all major social sites and thousands of games. This can be a source of distraction for learners who may be tempted to be connected to these sites as a priority as opposed to learning. This study discovered that oral skills are being sharpened by using the iPad. The device has applications that learners can activate to record themselves and listen to allowing them to add more detail.

The range of material utilized by the current research is wide presenting the opportunity to get fine details as opposed to concentrating on limited sources.

Interview Response

Of the five students interviewed, three of them had an iPad. The fourth had a mobile phone while the fifth did not own any mobile device. The three students who owned an iPad admitted that the iPad had significantly facilitated their learning as they would browse for information anywhere and anytime.

The other two confessed that they had observed great academic improvements in students who were using the iPad even if not class. Of the three who owned an iPad, they said that every student in their class had an iPad.

The questionnaire reflected significant difference from the interview. Of the ten who filled the questionnaire, five said they owned an iPad. In comparing the response to the first question, the interviewee may have said to own an iPad due to guard their ego. They did not want to appear to be lagging behind. The second question in the questionnaires for those who had said they owned an iPad seems to have relatively more weight.

Two respondents stated that it had not helped them much in their studies as they used it for social networking. Only two stated that their studies had improved. For the third question, all the five who did not own an iPad stated that they believe it can help improve academic performance.

Half of the respondents said that all their classmates owned an iPod. Two of those who did not own an iPad stated that at least two thirds of their classmates owned one. The other three stated that the iPads were rare in their school settings but students would have access outside classroom.

Findings and discussion

The iPad can help develop a strong partnership between students and the learning process. The device is easy to use and can be a motivation for learners to explore information. This opportunity is presented by the device’s capacity to search the internet. A wireless-only iPad gets desktop Google results while the 3G iPad generates search results that are location-sensitive (McDermott, 2011.p1).

The iPad has revolutionized the concept of learning and the tablet computer. Before the launch of the iPad, most tablet devices addressed consumer needs but many consumers were frustrated with operating systems that were actually designed for desktop. The stylus-driven handwriting recognition system was also designed for desktops. The iPhone operating system is the best there is in the tablets computer market so far.

The iPad has a convenient data-entry scheme including multi-touch gestures and virtual keyboard. These feature turn the iPad into a considerably more usable device compared to other tablet personal computers. It is portable and sleek with a powerful battery.

The features make the device convenient for learners especially the prep class group (McDermott, 2011.p.1). Most schools have replaced textbooks with E-books with the iPad taking a significant share towards this achievement. Since the launch of the iPad in 2010, schools started projects where each learner is provided with an iPad. Textbooks, lecture notes and videos have been availed by Apple’s iTunes U store.

Technology has become an integral part of younger people’s lives. This means that the school environment is affected by this fact. The experiences young people have outside the school setting are transferred to classrooms. Schools are hence experiencing pressure from learners to make changes in learning experiences. There is dire need to make learning and instruction at par with what learners experience outside school.

A survey carried out in the UK reveals that one in every twenty learners in elementary schools own an iPad (Mkaufman, 2011). One out of every ten parents was noted to consider it appropriate for children as young four years to own a phone. The survey also found that for every ten children under the age of ten years in the UK, one already owns a phone.

Access to mobile phones transforms the attitude of learners about how they see themselves. Learners who can use technology develop confidence. They use technology to look for information which they use to teach others from a perspective of knowledge. The iPad presents learners with this opportunity. The device can be used to share ideas and knowledge.

The device increases the range of options available for learners to share what they create or discover. The iPad offers learners with the opportunity to multimedia shows, documents, audio recordings, podcasts or even animated demonstrations. Learners can create new kinds of projects but more importantly, they can share that work with classmates.

It is worth noting that most students find sharing their work and knowledge is as important as the content itself. This enhances creativity as learners have a sense of audience. This gives learners pride in their work. In a pilot program conducted in California, it was observed that students who used iPad in learning out-performed the students who used the tradition textbooks (Koebler, 2011).

The iPad can be used anywhere which changes the experiences young people go through. Young people are known to be inclined to experiencing new things all the time. The device enhances these experiences by allowing young learners to interact with their peers while at the same time learning.

The iPad is gradually but radically changing the teacher’s role in the learning process. Learners can access e-books at their convenience without involving the teacher.

The iPad has been a tremendous success when used in classrooms. The device is used for as early as the kindergarten to university classrooms. The device is continuously generating what may be termed as ‘tablet wars’. For in excess of one fiscal year, Apple Corporation was practically uncontested on such tablets podium. However, increased antagonism will compel the appliance prices down.

Dozens of offerings in the market, majority of which are based on Android operating system are expected to reduce the prices just like it happened to smartphones, High Definition Television sets and laptops. Schools should hence make the effort to avail iPads to learners and ensure that e-books are available to students.

Statistics indicate that the iPad surpassed optimistic projections to redefine new product branding (Mkaufman, 2011). It is projected that the sales will double in 2011. This means that more learners stand the chance to interact with the device. Even though computers should not be completely displaced by tablets in classrooms, institutions should acknowledge the learning experience the device presents to learners.

The iPad has the capacity to enhance e-books featuring audio, video and images. These fundamentals are intricate to incorporate in ordinary e-books alongside the in-prints. Presentation of audio while a student is looking at images is an integrated learning experience.

The device allows learners to highlight text, drag them to the margin while accessing a dictionary from within the same book. The device should hence be utilized to enhance learning.

Most students are familiar with the touch-screen technology. The implementation of iPad in classroom setting does not present extreme challenges in using considering that children as young as four years are already well-acquainted by using smart-phones. Apprentices are progressively more expecting to utilize the appliance in classroom milieu.

The device is light weight and thin which is appealing to young learners. It does not delay when booting making it more appealing compared to laptops and net books. Referring to past lectures is easier. One necessitates introducing the Tegrity, tape-recording the academic tutors and then it becomes replayed. This eliminates the inconveniences of texting classmates and waiting for their response.

The response from classmates may not be accurate as the colleagues may have forgotten the content. The software that is being developed for tablets is innovative. They are similar in temperament with erudition platforms as well as the online training like the black-board. Tablets have limited multitasking. This can be taken as an advantage as it requires learners to concentrate on one task at a time.

The iPad has immense capability in generating lecturer content without using a keyboard or a stylus. Researchers and academicians find the device convenient in improving writing workflows and research. It collectivizes and de-individualizes learning. This is viewed as democratization of the learning process.

It is a remarkably fused appliance which could generate novel content in addition to an expedient guide for the utilization of the ensuing information. Educators should be prepared for the future.

Technology will be applied to improve advanced learning and education (Anderson, 2011). Learners who use the iPad are able to speed up the pace of learning. This is attributed to the device’s mobile functionality which allows learners to work in any environment (BizEd, 2011).

Conclusion

The table technology was revolutionized by the introduction of the Apple iPad in 2010. Curiosity about the capability and potential of the new technology in the academic field rose significantly. The table technology was revolutionized by the introduction of the Apple iPad in 2010. Curiosity about the capability and potential of the new technology in the academic field rose significantly.

It has changed the technology platform through addressing legitimate consumer needs. It does not leave the user frustrated like most previous tablet devices. It allows learners to rapidly navigate between texts in order to find specific passages.

The simplistic nature of the iPad allows learners to quickly internalize the concepts of using the device. Most aspects of students’ views are linked to quick start up, excellent battery life, light weight design and touch-screen interface.

Knowledge in technological concepts is highly valued and potential employees are required to possess basic concepts of using computers. It has also become an integral part of learning in the school environment. IPad users do not need to worry about connections as is the case with laptops and desktops. It is a convenient way of accessing data and information without having to carry the information around.

The iPad can be password-coded to enhance security of sensitive accounting data. The iPad could be a potent tool used in supporting erudition and similarly abet collaboration. The iPad has helped develop a strong partnership between students and the learning process.

The device is easy to use and can be a motivation for learners to explore information. The iPad has a convenient data-entry scheme including multi-touch gestures and virtual keyboard. These feature turn the iPad into a considerably more usable device compared to other tablet personal computers.

The experiences young people have outside the school setting are transferred to classrooms. Schools are hence experiencing pressure from learners to make changes in learning experiences to fit into what they learn outside. Learners who can use technology develop confidence.

They use technology to look for information which they use to teach others from a perspective of knowledge. Students who used iPad in learning out-perform the students who use the tradition textbooks. Traditional textbooks are slowly being phased out due to the availability of e-books. The new technology is converting platforms that were dependent on paper to paperless.

The iPad is gradually but radically changing the teacher’s role in the learning process. Learners can access e-books at their convenience without involving the teacher. For in excess of one fiscal year, Apple Corporation was practically uncontested on such tablets podium.

More learning institutions are gradually warming up to and adapting the iPad as an alternative to laptops and desktops. Schools should hence make the effort to avail iPads to learners and ensure that e-books are available to students.

The device allows learners to highlight text, drag them to the margin while accessing a dictionary from within the same book. The device is light weight and thin which is appealing to young learners. It does not delay when booting making it more appealing compared to laptops and net books.

Apprentices are progressively more expecting to utilize the appliance in classroom milieu. Researchers and academicians find the device convenient in improving writing workflows and research. It collectivizes and de-individualizes learning.

References

Anderson, J. 2011. iPad puts tech in schools. Web.

BizEd. 2011. Schools release iPad studies. Technology, Oklahoma State University, Oklahoma.

Carolyn, F. 2010. Checking out the iPad. Multimedia and Internet Schools Journal. 17(6).

Critchon, S. et al. 2011. Personal Devices in Public Settings: Lessons Learned From an iPod Touch / iPad Project. Calgary Board of Education, Canada. 77-83.

Dexter, S., Anderson, R. E., & Becker, H. J. 1999. Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.

Eichenlaub, N. et al (2011). Project iPad :Investigating Tablet Integration in Learning and Libraries at Ryerson University. Computers in Libraries

Ipadsforeducation.vic.edu.au. 2011. Warringa Park School. Web.

Koebler, J. 2011. . Web.

Korolov, M. 2011. Putting iPads to Work. Treasury and Risk

Madan, V. 2011. 6 Reasons Tablets are ready for the Classroom. Mashable

McDermott, I. E. 2011. IPad2 for Librarians. Internet Express, Crowell Public Library

Mkaufman. 2011. How young can we go? Web.

Mkaufman. 2011. . Web.

Schrum, L., & Glassett, K. 2009. Teacher beliefs and student achievement in technology-rich classroom environments. International Journal of Technology in Teaching and Learning, 5(2), 138-153.

Techradar. 2010. . Web.

Waters, J. K. (2010). Enter the iPad (or not) Journal, 37(6).

White, D, Crichton, S, & Pegler, K. 2010. Is your school ready for mobile learning? Calgary, AB: Calgary Board of Education.

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