Aimee Vickers

FRIT 7231
Instructional Design Project

Part I: Identification of the Learning Problem

Target Audience

The target audience is composed of certified teachers of varying ages, certification levels and
experience. The target audience teaches or provides educational support to students in grades
Pre-Kindergarten through fifth grade at East J ackson Elementary School. The ages of the
students they teach range from 4 years to 11 years old. Other audiences include
paraprofessionals who are involved in direct instruction of students.

Problem Identification

The use of technology for learning is rapidly becoming an expectation in classrooms with
students of all grade levels. All students are digital natives and live in a world where technology
is an expectation. Teachers must learn to speak the language of their students and teach them in
the ways that they learn. Technology is a tool that can be used to engage and motivate learners.

One of the School Improvement Goals for East J ackson Elementary School during the 2013-
2014 school year states that each classroom will participate in at least one project-based learning
activity each quarter. The school has recently purchased 60 mini iPads with the expectation that
they will be used for teaching and learning in every classroom and incorporated into the project-
based learning activities. Each certified teacher has his/her own mini iPad and an additional
class set of iPads are available for use. All certified teachers received an iPad before the summer
break with the expectation that they become familiar with how to operate the device. Teachers
returned from summer break with varying levels of knowledge on how to technologically use an
iPad.

Teachers are expected to integrate iPads into the classroom and are currently struggling with
where to begin. Teachers need training on specific ways that the iPads can be used to enhance
the lessons they teach and how this tool can be used in the project-based learning activities. The
desired outcome of the instructional unit is that each teacher will learn ways to use this
technology tool to enhance his/her lessons and to help guide students in creating projects with
this tool. In response, student engagement and learning will increase.

Instructional Goals

Teachers will demonstrate how to use an iPad mini.
Teachers will be able to enhance an existing lesson using the iPad mini as a tool.
Teachers will explain at least one application that can be used to help guide students in
creating a project.



Part II: Learner Analysis

Introduction
The targeted learners are 44 certified elementary school teachers who work with students in
grades Pre-Kindergarten through 5
th
grade. The teachers have a wide range of experience. There
are 9 teachers with 0 to 3 years of experience, 3 teachers with 4 to 6 years of experience, and 32
teachers with 7 or more years of experience. A majority of the teachers have advanced degrees.
17 teachers have earned a Specialists degree, 14 teachers have earned a Masters degree, and 13
teachers hold a Bachelors degree as their highest degree. Out of the 13 teachers with the
Bachelors degree, 4 are currently working on their Masters degree. To attain this information,
teachers were surveyed and observed. The school is currently undergoing a SACS (Southern
Association of Colleges and Schools) review this school year. Some of this information was
obtained from examining the data collected for the SACS review.
Entry Skills and Prior Knowledge
All targeted learners have had access to their own individual iPad mini for several months. All
learners have mastered how to operate the iPad mini on a basic level. They have knowledge how
to turn it on, how to navigate from screen to screen and how to search for and download
applications. All of the targeted learners have experience creating lesson plans for their students
that involve some kind of technology. The most common technology used by the learners is
interactive Smart Board lessons. Most learners have little or no experience using a mobile
device, like the iPad mini, in their instruction and activities. Approximately 65% of the learners
have some form of previous experience taking an online course.
Attitudes Toward Content and Academic Motivation
When the learners were surveyed, they all expressed desire to learn ways to incorporate more
technology into their lessons. Using the newly purchased iPad minis for engaging instruction is
an expectation set for all teachers by the administration. Some learners expressed concern over
finding the time to add one more thing to their list of things to do. In the survey one of the
questions asked was What do you most want to know about integrating the iPad minis into your
instruction? The overall response from the learners was that they most want to know simple
ways to integrate the iPad into already existing lessons. They do not want to re-invent the
wheel, as one response stated.
Educational Ability Levels
The learners are functioning at various levels of technological knowledge, but all have basic
experience with technology. All of the learners have experience with professional development
and are expected to participate in professional development every year.
General Learning Preferences
The learners expressed a preference in learning about specific ways to include technology in the
current grade level and specific standards they are teaching. They want the learning to benefit
their current lessons and students.

Attitude Toward Teachers and School
All of the learners have a positive attitude towards teachers and school. They are open and eager
to learn ways to keep their own students engaged in learning.
Group Characteristics
The teachers at this elementary school are a high functioning group. The administration sets
high expectations and clearly states that all faculty is on a continuous cycle of improvement.
The atmosphere of the school is one where collaboration is essential to teaching and learning.
There are many opportunities to meet with fellow teachers to plan and reflect on teaching
strategies.

Part III: Task Analysis
Task Analysis
This task analysis was conducted as a topical analysis. I researched iPad tutorials including two
on iTunes University, which is the worlds largest online catalog of free education content from
leading institutions. I then reflected on the target audience and goals for this instructional unit.
In order for the teachers to know how to plan engaging lessons using the iPad as a tool, basics of
the technology need to be introduced and examples need to be shared. The goal is to give
teachers the background knowledge and reasons why using this tool will help to enhance lessons
and engage students. Once teachers have acquired this background knowledge, they will be able
to better apply this knowledge when planning their lessons, or enhancing already existing
lessons.
Subject Matter Expert (SME)
For this instructional plan, I (Aimee Vickers) will serve as the subject matter expert (SME). I
hold a level 4 educators certificate and I am currently pursuing a masters degree in
Instructional Technology with dual certification in School Library Media and Instructional
Technology Specialist. My areas of certification include early childhood education (P-5), middle
grades education (4-8), ESOL endorsement, and gifted in-field. My teaching experience consists
of 4 years as an elementary classroom teacher, 2 years as an elementary ESOL teacher, 7 years
as an elementary gifted teacher, and I currently hold the position of Media Resource Specialist. I
have participated in many professional development opportunities in the area of technology and
have conducted professional development sessions school-wide as well as system-wide. The
professional development I have participated in has allowed me to witness best practices in
technology integration. I am continuously staying up to date with current trends and new
information in educational technology through my professional leaning network which includes
twitter feeds and blogs in the content area of iPad integration. My current position as Media
Resource Specialist consists of many responsibilities. Some of these responsibilities include;
collaborating with teachers to plan standards-based instruction integrating technology into the
curriculum, coordinating or leading professional development with on-going support, assisting
with emerging current technologies through collaboration with teachers and supporting a variety
of technology based learning environments and platforms. I am a leader in my school and
district and work with planning and teaching instruction involving the iPads on a daily basis,
which qualifies me as an SME for iPads.






Task Analysis

1.0 Identify the basics of operating an iPad
1.1 Buttons and switches
1.1.1 On/off or wake sleep button
1.1.2 Home button
1.1.3 Mute switch
1.1.4 Volume control
1.2 The on-screen keyboard
1.2.1 Split and undock the keyboard for easier typing with thumbs
1.2.2 Other keyboard shortcuts
1.3 Browsing the internet
1.3.1 Access the web through safari
1.3.2 Bookmark websites
1.3.3 Adding bookmarks to the home screen
1.3.4 Navigating between multiple webpages
1.4 Downloading an app
1.4.1 The App store basics
1.4.2 Searching for apps
1.4.3 Installing apps
1.4.4 Deleting unwanted apps
1.5 Operating the camera
1.5.1 Camera options
1.5.2 Front or back camera
1.5.3 Toggle between camera and video
1.5.4 Zooming in/out
1.5.5 Camera roll
1.6 Tricks and Tips
1.6.1 Searching the iPad
1.6.2 Text features (select, copy, paste, delete, auto-correct)
1.6.3 Creating folders/organizing apps
1.6.4 Accessing all running apps
1.6.5 Orientation lock
1.6.6 Control app notifications
1.6.7 Screenshot
2.0 Identify ways to use the iPad as a tool for enhancing lessons
2.1 Use of the iPad should not be central focus in the lesson
2.1.1 Thinking technologically
2.1.1.1 Should not think how can I use iPad
2.1.1.2 Think about content first and how iPad can help enhance
learning
2.2 Identify reasons teachers use iPads to engage students therefore enhancing
lessons
2.2.1 Gives students choice
2.2.2 Empowers students by using what they know
2.2.3 Allows for differentiated learning
2.3 Sample lessons before and after Ipad integration
2.3.1 Lesson for primary grades (K-2)
2.3.2 Lesson for intermediate grades (3-5)
3.0 Improve an existing lesson using the iPad as a tool for enhancement
3.1 Identify specific applications that can be used in lessons or projects
3.1.1 QR Codes
3.1.2 Kahn Academy
3.1.3 Mastery Connect
3.1.4 Toontastic
3.1.5 Pic Collage
3.1.6 Camera and video
3.2 Choose existing lesson and modify it for iPad integration

















KA Part IV: Instructional Objectives
Terminal Objective 1: To examine and practice the basics of operating an iPad
Enabling Objectives: (Cognitive Domain)
1A. To locate the main buttons and switches used to operate an iPad
1B. To identify the on-screen keyboard features
1C. To examine and practice internet browsing features
1D. To demonstrate installing and organizing applications
1E. To practice using the basic operations of the iPad camera
1F. To operate the iPad using specific tips and tricks

Terminal Objective 2: Examine ways to use the iPad as a tool for enhancing lessons
Enabling Objectives: (Cognitive Domain)
2A. To determine appropriate content for iPad integration
2B. To identify reasons for iPad integration
2C. To compare sample lessons before and after iPad integration

Terminal Objective 3: Plan a lesson integrating the iPad
Enabling Objectives: (Cognitive Domain)
3A. To determine the content for the lesson
3B. To identify applications that can be used for lesson enhancement
3C. To choose an application to enhance the lesson




Classification of Instructional Objectives:

Content
Performance
Recall Application
Fact
Concept
Principles 2, 2B,3B 2A, 2C, 3C
Procedure 1,1A,1B,1C,1D,1E,1F,3,3A
Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:
Instructional Objectives ISTE Standards-(Teacher)
1,1A,1B,1C,1D,1E,1F
3. Model Digital Age Work and Learning
a. Demonstrate fluency in technology systems
and the transfer of current knowledge to new
technologies and situations

2, 2A, 2B, 2C Engage in Professional Growth and Leadership
a. Participate in local and global learning
communities to explore creative applications of
technology to improve student learning

3, 3A, 3B, 3C 2. Design and Develop Digital Age Learning
Experiences and Assessments
b. Develop technology-enriched learning
environments that enable all students to pursue
their individual curiosities and become active
participants in setting their own educational
goals, managing their own learning, and
assessing their own progress







KA Part V: Development of Assessments
Instructional
Strategies and
Activities

Goals

Objectives

UDL

Assessments
Lesson 1: iPad
101
The learners will
take a survey to
assess their prior
knowledge.

The learners will
watch and read
tutorials and
articles
describing the
basics of
operating an
iPad.


The learners will
re-rank
themselves on
their familiarity
of the iPad
features using an
online survey.

The learners will
learn and be
able to
demonstrate the
basics of
operating an
iPad
Terminal
Objective 1: To
examine and
practice the
basics of
operating an iPad
Enabling
Objectives:
1A. To locate
the main buttons
and switches
used to operate
an iPad
1B. To identify
the on-screen
keyboard
features
1C. To examine
and practice
internet browsing
features
1D. To
demonstrate
installing and
organizing
applications
1E. To practice
using the basic
operations of the
iPad camera
1F. To operate
the iPad using
specific tips and
tricks







Provide multiple
means of
representation

Multiple means
of engagement


The learners will
complete the
pretest survey
Knowledge of
iPad Basics
Survey on
Survey Monkey

After completing
all activities
from the lesson,
the learners will
take a post
assessment
survey on the
Knowledge of
iPad Basics
Survey on
Survey Monkey
Instructional
Strategies and
Activities

Goals

Objectives

UDL

Assessments
Lesson 2: How
can an iPad
enhance lessons?

The learners will
reflect on their
own opinions
about iPad
integration.

The learners will
choose resources
to explore that
discuss iPad
integration and
will create a
product of their
choice
summarizing
their findings.
The learners will
research and
explore ways
iPads are used to
enhance lessons
in order to find
relevance, value,
and authenticity
in using iPads to
enhance student
learning.
Terminal
Objective 2:
Examine ways to
use the iPad as a
tool for
enhancing
lessons
Enabling
Objectives:
2A. To
determine
appropriate
content for iPad
integration
2B. To identify
reasons for iPad
integration
2C. To compare
sample lessons
before and after
iPad integration

Provide multiple
means of
representation

Provide multiple
means of action
and expression


A web 2.0
product that
summarizes the
learners findings
and includes
specific ways to
use the iPad as a
tool for
enhancing their
own lessons as
well as
identifying
reasons teachers
use iPads to
engage students
Lesson 3:
Planning a lesson
with the iPad

The learners will
choose a current
lesson and
modify it to
include the use of
the iPad as a tool
to enhance the
lesson. They will
reflect on the
success of the
lesson after
teaching it to
their students.
The learners will
create and
implement a
lesson using the
iPad to enhance
student
engagement and
learning.
Terminal
Objective 3:
Plan a lesson
integrating the
iPad
Enabling
Objectives:
3A. To
determine the
content for the
lesson
3B. To identify
applications that
can be used for
lesson
enhancement
3C. To choose
an application to
enhance the
lesson
Provide multiple
means of action
and expression

Provide multiple
means of
engagement
The learner will
provide a current
lesson that they
teach and modify
it to include the
use of an iPad as
a tool to enhance
the lesson. They
will also provide
a reflection of
the lesson after
teaching it to
their students.

The assessments in this course are performance-based assessments. The learners will obtain
content knowledge, acquire skills, and develop work habits and practice the application of all
three to a real world situation. The assessments include tasks that are meaningful, relevant and
engaging to the learners.

Lesson 1: iPad 101
Terminal Objective 1: To examine and practice the basics of operating an iPad
Enabling Objectives:
1A. To locate the main buttons and switches used to operate an iPad
1B. To identify the on-screen keyboard features
1C. To examine and practice internet browsing features
1D. To demonstrate installing and organizing applications
1E. To practice using the basic operations of the iPad camera
1F. To operate the iPad using specific tips and tricks
Assessment
The learners will take a pre and post survey assessment evaluating the knowledge gained and
objectives met in the lesson 1.
Pre-Assessment: Online survey ranking of knowledge (Link for the survey:
https://www.surveymonkey.com/s/C3YGL35)
Post Assessment Survey (Link: https://www.surveymonkey.com/s/CBXT3BH)
UDL Principles
This assessment meets the principles of multiple means of engagement. Through the pre and
post-test, the learner recognizes that they are making progress, which can be highly motivating to
the learner.

Lesson 2: How can iPad use enhance lessons?
Terminal Objective 2: Examine ways to use the iPad as a tool for enhancing lessons
Enabling Objectives:
2A. To determine appropriate content for iPad integration
2B. To identify reasons for iPad integration
2C. To compare sample lessons before and after iPad integration
Assessment
The learner will produce a web 2.0 product that summarizes their finding of their research. The
product must include the following:
1. An explanation of how to determine appropriate content for iPad integration
2. Identify at least 3 reasons why teachers integrate iPad use into lessons
3. Share at least one sample lesson found during research that includes iPad integration
UDL
This assessment meets the principles of multiple means of engagement and action or expression.
Learners choose the means of sharing information they have learned in order to find relevance,
value, and authenticity in using iPads to enhance student learning.

Lesson 3: Planning a lesson with the iPad
Terminal Objective 3: Plan a lesson integrating the iPad
Enabling Objectives:
3A. To determine the content for the lesson
3B. To identify applications that can be used for lesson enhancement
3C. To choose an application to enhance the lesson
Assessment
The learner will update a current lesson plan and reflect on the success or concerns of the lesson
after implementation. They will provide a brief explanation of the lesson before and after iPad
integration making sure to discuss the application used.
UDL
This assessment meets the principles of multiple means of engagement and action or expression.
The learners will have the opportunity to update and implement a current lesson as well as reflect
on the success or concerns of the lesson after implementation. The learners are engaged by an
activity that is relevant and valuable to their interests and goals as a teacher.
Assessment Examples for Lesson 1

https://www.surveymonkey.com/s/C3YGL35








Assessment Example for Lesson 2
Example of web 2.0 product
http://prezi.com/bulwqjubfv_j/?utm_campaign=share&utm_medium=copy
Rubric of Assessment 2: Create a Product that summarizes findings
Unacceptable Acceptable Target
The product partially includes
an explanation of how to
determine appropriate content
for iPad integration
The product includes an
explanation of how to
determine appropriate content
for iPad integration
The product includes a
detailed explanation of how to
determine appropriate content
for iPad integration with
specific examples
The product includes 1 or 2
reasons whay teachers
integrate iPad use into lessons
The product includes at least 3
reasons why teachers integrate
iPad use into lessons
The product includes at least 3
reasons with specific details
about why teachers integrate
iPad use into lessons
The product does not include a
sample lesson that includes
iPad integration
The product includes at least
one sample lesson found
during research that includes
iPad integration

The products includes at least
one sample lesson found
during research that includes
iPad integration and provides
link to the source of the lesson




Assessment Example for Lesson 3
Current lesson: Whats Your Angle?
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/angle.pdf
Updated notes of the lesson using iPads:
In the original lesson students find each type of angle using the pipe cleaners and list it on the
Angle Chart.
Modification of lesson to integrate iPad use: Partners will work together using an iPad to take a
picture of each type of angle they find. They will then upload their picture to the Padlet provided
here http://padlet.com/wall/bvavj6v4b9 making sure to post it in the correct part of the chart.
After all groups have complete posting their angles, the class will work together to look at the
padlet and discuss and make any needed corrections to the chart.

KA Part VI: Content Sequencing and Instructional Strategies
Sequence Description Objective
1 Demonstrate the basics of operating and iPad 1
2 Examine ways to use the iPad as a tool for
enhancing lessons
2
3 Plan a lesson integrating the iPad 3

The most appropriate sequence for presenting this information is the Learning-Related
Sequencing. This sequence allows the learner to become familiar with the basics of an iPad
before examining ways an iPad can be used as an educational tool. It also gives the learner the
opportunity to choose their area of interest or strength for beginning their iPad integration lesson
planning. The learner must master the first two terminal objectives before demonstrating the
more complex task of planning an actual lesson integrating the iPad.
Lesson 1: iPad 101
Terminal Objective 1: To examine and practice the basics of operating an iPad
Enabling Objectives:
1A. To locate the main buttons and switches used to operate an iPad
1B. To identify the on-screen keyboard features
1C. To examine and practice internet browsing features
1D. To demonstrate installing and organizing applications
1E. To practice using the basic operations of the iPad camera
1F. To operate the iPad using specific tips and tricks
Motivational Strategy: The learners will answer questions from a short online survey rating
their own proficiency in iPad basics. Differentiation: The learners will have the opportunity to
assess their own level of need according to how they answer the survey questions. This will
demonstrate what information the learner is lacking and thus places the instruction in context.
(Morrison, Ross, Kalman, Kemp, 2013)
Initial Presentation: A menu of video/article tutorials will be presented to the learners. The
choices on the menu will include all of the iPad basics topics mentioned in the enabling
objectives above. The video/article tutorials provided vary from the most basic operations
needed to work an iPad to more advanced tips and tricks for learners that have some previous
knowledge. This will provide all learners with information needed to achieve the objectives.
(Morrison, Ross, Kalman, Kemp, 2013)
Generative Strategy: The learners will take into consideration how they ranked themselves in
the initial pretest survey. They will then choose to watch or read all or some of the video/article
tutorials presented to them in the menu. After watching/reading the tutorials, they will take time
to practice the new skills learned by completing a specific list of tasks provided that include the
basics of operating an iPad from the enabling objectives above. After completing the tasks, the
learners will then re-rank themselves in the online survey. Differentiation: The learner can
choose to watch all of the information from the resources provided, or they can choose the areas
where they need more information. This strategy creates an active learning opportunity for the
learner. (Morrison, Ross, Kalman, Kemp, 2013)
UDL: This strategy provides multiple means of engagement. The learner has choice to watch or
read all of the video/article tutorials provided or choose the areas that they feel the most need to
watch or read. Providing options of videos and articles provides multiple means of
representation. Some learn better through text while others prefer visuals.
Lesson 2: How can iPad use enhance lessons?
Terminal Objective 2: Examine ways to use the iPad as a tool for enhancing lessons
Enabling Objectives:
2A. To determine appropriate content for iPad integration
2B. To identify reasons for iPad integration
2C. To compare sample lessons before and after iPad integration
Initial Presentation: The learners will be presented with possible resources including iTunes
University and Scoopit, where they can find articles, videos, and other resources relating to iPad
integration in education.
Generative Strategy: Using the Notes App on the iPad, write a paragraph explaining your
opinion about the positives and negatives of integrating iPads in the classroom and send the
paragraph as an email or text message. Differentiation: The learners will be able to reflect on
their own positions of integrating iPads into classroom lessons. Reflecting on their opinion
before exploring the topic will signal the intent of the focus for this lesson. (Morrison, Ross,
Kalman, Kemp, 2013)
Generative Strategy: The learners will explore at least 5 articles, websites, videos, or blogs
relating to iPad integration and the objectives above. They will also explore sample lessons
before and after iPad integration. The learner will then create a web 2.0 product of their choice
summarizing their findings. They must also include specific ways to use the iPad as a tool for
enhancing their own lessons as well as identifying reasons teachers use iPads to engage students.
The learner will post their presentation to share with others in the class Differentiation: The
learner chooses the resources to explore as well as the mode of presentation of their findings.
This strategy allows the learner add their ideas to the new information. (Morrison, Ross,
Kalman, Kemp, 2013)
UDL: These strategies provide multiple means of representation and expression. Choice is
provided in the resources the learner explores as well as the product they will use to summarize
their findings. Learners choose the means of sharing their information in order to find relevance,
value, and authenticity in using iPads to enhance student learning.
Lesson 3: Planning a lesson with the iPad
Terminal Objective 3: Plan a lesson integrating the iPad
Enabling Objectives:
3A. To determine the content for the lesson
3B. To identify applications that can be used for lesson enhancement
3C. To choose an application to enhance the lesson
Initial Presentation: Example lessons if iPad integration from the previous lesson will be
compiled and shared with the learners.
Generative Strategy: The learners will use knowledge gained from lessons 1 and 2 to plan a
lesson integrating the iPad. First, they will choose a lesson that they already teach. Second, they
will identify specific applications that can be used in that lesson and choose at least one
application. Third, they can use the iPad Lesson Plan Template to organize and plan the lesson.
The learners will then teach their lesson to their students and complete a reflection on the lesson.
Differentiation: The learners have choice on the content of the lesson as well as app used to
enhance the lesson. The learner once again has the opportunity to elaborate and add their own
ideas to the information learned. (Morrison, Ross, Kalman, Kemp, 2013)
UDL: This strategy meets the principles of multiple means of engagement and action or
expression. The learners will have the opportunity to update and implement a current lesson as
well as reflect on the success or concerns of the lesson after implementation. The learners are
engages by an activity that is relevant and valuable to their interests and goals as a teacher.
References
Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J . E. (2013).
Designing Effective Instruction (7
th
edition). New York: J ohn Wiley & Sons.

Part VII: Design of Instruction
Instructional
Strategies and
Activities

Goals

Objectives

UDL

Assessments
Lesson 1: iPad
101
The learners will
take a survey to
assess their prior
knowledge.

The learners will
watch and read
tutorials and
articles
describing the
basics of
operating an
iPad.


The learners will
re-rank
themselves on
their familiarity
of the iPad
features using an
online survey.

The learners will
learn and be
able to
demonstrate the
basics of
operating an
iPad
Terminal
Objective 1: To
examine and
practice the
basics of
operating an iPad
Enabling
Objectives:
1A. To locate
the main buttons
and switches
used to operate
an iPad
1B. To identify
the on-screen
keyboard
features
1C. To examine
and practice
internet browsing
features
1D. To
demonstrate
installing and
organizing
applications
1E. To practice
using the basic
operations of the
iPad camera
1F. To operate
the iPad using
specific tips and
tricks







Provide multiple
means of
representation

Multiple means
of engagement


The learners will
complete the
pretest survey
Knowledge of
iPad Basics
Survey on
Survey Monkey

After completing
all activities
from the lesson,
the learners will
take a post
assessment
survey on the
Knowledge of
iPad Basics
Survey on
Survey Monkey
Instructional
Strategies and
Activities

Goals

Objectives

UDL

Assessments
Lesson 2: How
can an iPad
enhance lessons?

The learners will
reflect on their
own opinions
about iPad
integration.

The learners will
choose resources
to explore that
discuss iPad
integration and
will create a
product of their
choice
summarizing
their findings.
The learners will
research and
explore ways
iPads are used to
enhance lessons
in order to find
relevance, value,
and authenticity
in using iPads to
enhance student
learning.
Terminal
Objective 2:
Examine ways to
use the iPad as a
tool for
enhancing
lessons
Enabling
Objectives:
2A. To
determine
appropriate
content for iPad
integration
2B. To identify
reasons for iPad
integration
2C. To compare
sample lessons
before and after
iPad integration

Provide multiple
means of
representation

Provide multiple
means of action
and expression


A web 2.0
product that
summarizes the
learners findings
and includes
specific ways to
use the iPad as a
tool for
enhancing their
own lessons as
well as
identifying
reasons teachers
use iPads to
engage students
Lesson 3:
Planning a lesson
with the iPad

The learners will
choose a current
lesson and
modify it to
include the use of
the iPad as a tool
to enhance the
lesson. They will
reflect on the
success of the
lesson after
teaching it to
their students.
The learners will
create and
implement a
lesson using the
iPad to enhance
student
engagement and
learning.
Terminal
Objective 3:
Plan a lesson
integrating the
iPad
Enabling
Objectives:
3A. To
determine the
content for the
lesson
3B. To identify
applications that
can be used for
lesson
enhancement
3C. To choose
an application to
enhance the
lesson
Provide multiple
means of action
and expression

Provide multiple
means of
engagement
The learner will
provide a current
lesson that they
teach and modify
it to include the
use of an iPad as
a tool to enhance
the lesson. They
will also provide
a reflection of
the lesson after
teaching it to
their students.

Part 8: Formative Evaluation Plan
After completion of the instruction and activities, the learners will complete an evaluation of the
online module using Survey Monkey. Since I am serving as my own SME, I will ask a colleague
that holds the position of instructional technology specialist at another school in my system to
review the module and provide feedback through an online evaluation using Survey Monkey.

iPad Integration Professional Development Evaluation Link
https://www.surveymonkey.com/s/J3CZWRX










Formative Evaluation- Peer Review
Link: https://www.surveymonkey.com/s/JP55KJQ








Data results from the surveys will be read and analyzed. Survey Monkey provides tools that help
to summarize results in multiple formats. Specific comments will be read and reviewed and
taken into consideration when making course improvements.