RUNNING HEADER: Vignette Analysis 2

Vignette 2 Analysis
How do i-Pads Change the Process of Learning about Teaching?
Gary Page
ETEC 532
University of British Columbia
Alex F. de Cosson, Ph.D.

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Introduction
The use of technology in education has become part of the vernacular for anyone who is
involved in teaching today. One of the most recent technological developments has been the use of
mobile devices, including tablets and more specifically Apples iPad. With any new technology, many
possibilities exist for the application and use of the technology. This is certainly no different in
Education, particularly for those who are learning about teaching.
Prior to Teaching
For beginning teachers, organization is an important part of learning to be successful. For many,
the challenge is not teaching but preparing and organizing. Mobile devices present an interesting
technological advancement. All digital materials can now be accessed anywhere via iPad. As well,
planning for a lesson is easier with regard to finding online resources, constructing and changing lessons,
etc. For those in teacher training, communication with their faculty advisor regarding their program,
progress, etc. can happen directly from the mobile device. Potentially, there could be feedback for
lesson plans, etc., using Google Docs for example, even before the lesson occurs.
Teaching
As experienced teachers can attest, not all lessons go according to plan. Because of the iPads
mobile capabilities, teachers can become more in the moment with their teaching and their lesson
plans. Obviously, iPads can be used in the classroom for a variety of teacher tasks including finding
resources, dealing with questions, etc. For those in teacher training, iPads could be used by a faculty
advisor to view and hear the student teacher via iPad webcam. No longer does a faculty advisor have to
physically be in the room with the student teacher to observe.
Post Teaching
To take this a step further, post-teaching communication with a faculty advisor could be
enhanced. In fact, more frequent contact could occur meaning information would be communicated in a
more time efficient manner. Evaluations could be given more quickly both informally and formally using
tools such as Facetime or Skype. Also, the potential exists to use communication media real time to
update teaching blogs, update social media, etc. with updates on experiences, questions, comments,
etc. There could be online communication with other teachers from anywhere using a mobile device.
More community, more chance to share, more chance to learn and grow with other teacher
community members.
Future
Cloud computing will mean that there will be less need for storage and this will increase the use
of mobile devices. Accessing media from the cloud as opposed to a storage device means digital
teaching can become the norm instead of the future. MOOCs, or massive online courses, could become
part of not only teacher delivery but also for teacher training.

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Issues
As with any technology, availability is crucial. This is not only regarding actual iPads but also
connectivity to networks, including the World Wide Web. As well, availability of knowledge is necessary.
Teachers must be able to use the technology in the manner it has been intended to be used. The
appropriate application of the tool is more probable with younger teachers, as they are generally more
conversant with technology. Professional development is and will continue to be a key component of
any mobile device educational strategy. Due to the public nature of education, this type of technology
may be constrained by policy. School authorities have and will continue to enhance technology policies
regarding privacy, governance, etc. Restrictions on internet use, appropriate content, and access to
external/third party storage, resources, etc. are all a factor.
Conclusion
The use of iPads has the potential to be transformative in changing the way that teachers
teach. However, this can also said of the use of iPads in society in general as well. Education pedagogy
needs to change to take advantage of the new affordances in the digital information age. Time will tell
to what degree the transformation occurs.

References
Alyahya, S., & Gall, J. E. (2012, June). iPads in Education: A Qualitative Study of Students Attitudes and
Experiences. In World Conference on Educational Multimedia, Hypermedia and Telecommunications
(Vol. 2012, No. 1, pp. 1266-1271).
Palloff, R. M., & Pratt, K. (2002). Lessons from the cyberspace classroom: The realities of online teaching.
John Wiley & Sons.
Walters, E. A., & Baum, M. (2011). Point/Counterpoint-Will the iPad Revolutionize Education?. Learning
and Leading with Technology, 38(7), 6.