Science_Maria

__**Goal:**__ Make learning fun and engaging by using a tool that students want to work with and feel comfortable with. __**Getting started:**__ Before starting to work with the iPads I went over a couple of basic rules about proper handling and use. I made sure that students understood that they were working with expensive equipment and that they were responsible for their own iPad. They were also told that the iPad use was a priviledge and not a right and that if they misused them, that they would not be able to work with them. All students were assigned their own iPad and I kept that record. I told them that they had to check their iPads at the beginning of class to make sure that they were working properly and to report any damages immediately, if not, they would be held accountable. They also had to delete any pictures found in the cameral roll. I prepared myself by looking at different science and teacher apps that I thought would be benefical for classroom use. I made sure to acquaint myself with the apps before presenting them to my students. __**Evidence of student engagement:**__ Students wanted to use the iPads every chance they got. They would either spend 10 minutes on a warm-up or a closing activity or they would have to complete a class assignment on them. It was easy to keep track of which students completed the assignment because I would always get some sort of report at the end. I would say that 98% of the students were attentive and on task when using the iPads which is not always the case when using pen/paper. __**Evidence of distraction of the technology:**__ I did not find the iPads to be a distraction at all. Once clear expectations of their use were communicated to students, I found that iPads simplifed my lessons rather than caused a distraction. As I'm sure it is common, there were a couple of students who tried to navigate away from the app and into the internet or who tried to take pictures of other students, but this is when basic classroom management skills need to be put in place as with any other type of activity. __**Best projects and apps that you used and the students** used:__I liked using "show me" for solving genetics problems. This allowed students to show how they solved their problems and post it online. I also liked "socrative" for quick reviews, warm-ups and exit tickets. I also used "Nearpod" for interactive lectures. The students really enjoyed doing a treasure hunt with QR codes and they were also able to work on an Ecology project and do research on different biomes. __**Best strategy/ies for iPad use:**__ Assign each student their own iPad, show the students the different ways you will be using the iPads throughout the quarter before you start using the iPads, give yourself enough time to put the iPads away before the bell rings, do not tell the students about the imessage feature (most of the do not know about it and will not use it).

__**Wrap-up:**__ I have truly enjoyed my time with the iPads and I am sure my students enjoyed it as well. It will be difficult trying to assess student understanding in a fast and efficient manner without those socrative warm-ups and exit tickets that were so easy to complete. The students really enjoyed the Nearpod lectures since it provided them a different way of learning that veered away from direct teacher instruction. The only problem I encountered with the iPads is that I could not do virtual labs on them since they do not have flashplayer installed.

__**And finally, if APS were going in the direction of iPads 1:1, what are your recommendations for PD?**__ A class that would teach teachers all the different apps or project ideas that they could use with their students.