Science_Jenn

Utilize iPads in the physics classroom in order to foster an environment of inquiry. Reduce paper in the classroom (move towards a paperless classroom).
 * Goals**:

I researched apps over the summer, but I was not focused as much on the apps as I was on making the iPads a seamless part of our routine in my class.
 * Getting started:** I think the best thing I did to get started was setup my website & each of the iPads in my class set before I introduced them to my students. I enlisted a few student volunteers, and we spent an afternoon rearranging the homebar to have important apps (I chose Safari, Settings, Responseware, my website, and the camera).

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 * My website:**

Students pick up their iPad before sitting down at the beginning of class, and navigate to the warmup link on my website. There, they find instructions for the warmup, which vary from day to day (analyze a picture, solve a problem in their notebook, answer a question in a Google form). We then proceed with the lesson, not focused on iPads, but using the iPads when we need them. If there are practice problems, instead of printing them out on paper, they are distributed electronically and students complete the work in their physics notebooks. At the end of class, I often use Socrative for an exit ticket before students return their iPads to the cart.
 * Typical iPad day:**

Julie Cantor observed me with an engagement protocol in November, and she found that my students were "on task" about 95% of the time during one of our first iPad lessons.
 * Evidence of student engagement:**

Clearly, iPads can be distracting. I found many students used the iPad to doodle or play with Google Earth, but after the initial excitement wore off, I did not find the iPads to be significantly distracting in class. I deleted all of the games from my class set of iPads, so students did not have any games to play with, which I think reduced the level of distraction. One of my big concerns is that if these become personal devices instead of school devices, I think the level of distraction would really skyrocket. Even adults are easily tempted by personal devices in meetings (I know this from my own experience). It takes a really high level of self-awareness and will-power to keep from getting off track or distracted.
 * Evidence of distraction of the technology:**


 * Best Practices:**
 * iPads in the routine (warmups, exit tickets)
 * "Generals Up" - This was what we did when we weren't using the iPads. When I said Generals Up, the students turn over their iPads with the back cover showing so they can focus on other activities, demos, or discussion.
 * iPads assigned to students
 * Responsible for not changing backgrounds or home bar configuration
 * no games - iPads are a privilege, and are used for instructional use only
 * Google Forms! (Google docs don't work well, but Google Forms are great on iPads!)


 * Wrap-up:**

of using iPads in the classroom? ||
 * iPad Survey Results (From 113 responses)**
 * Full results with student comments**
 * Summary:**
 * How would you rate the overall experience
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=0000e0%7C2121e4%7C4242e8%7C6363ec%7C8585f0&chly=72%7C60%7C48%7C36%7C24%7C12%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C72&chd=t%3A1%2C7%2C20%2C23%2C62 width="186" height="150"]] ||  ||   ||   ||
 * 1 - ||< Terrible || 1  ||> 1% ||>   ||
 * < 2 ||  ||> 7 ||> 6% ||
 * < 3 ||  ||> 20 ||> 18% ||
 * < 4 ||  ||> 23 ||> 20% ||
 * < 5 - || Awesome ||> 62 ||> 55% ||  ||


 * How much did iPads help you learn in class? ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=ff9900%7Cffb442%7Cffa621%7Cffc163%7Cffce85&chly=55%7C44%7C33%7C22%7C11%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C55&chd=t%3A2%2C14%2C20%2C54%2C23 width="186" height="150"]] ||  ||   ||   ||
 * 1 - ||< Not at all || 2 ||> 2% ||>  ||
 * < 2 ||  ||> 14 ||> 12% ||
 * < 3 ||  ||> 20 ||> 18% ||
 * < 4 ||  ||> 54 ||> 48% ||
 * < 5 - || A ton ||> 23 ||> 20% ||  ||


 * How much did iPads distract you in class? ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=e26363%7Cd00000%7Cd62121%7Cdc4242%7Ce88585&chly=48%7C40%7C32%7C24%7C16%7C8%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C48&chd=t%3A22%2C41%2C35%2C12%2C3 width="186" height="150"]] ||  ||   ||   ||
 * 1 - ||< Not at all || 22 ||> 19% ||>  ||
 * < 2 ||  ||> 41 ||> 36% ||
 * < 3 ||  ||> 35 ||> 31% ||
 * < 4 ||  ||> 12 ||> 11% ||
 * < 5 - || A ton ||> 3 ||> 3% ||  ||


 * How much did iPads distract others in class? ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=e5d844%7Ce1d123%7Ceadf65%7Cdcca02%7Ceee686&chly=48%7C40%7C32%7C24%7C16%7C8%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C48&chd=t%3A14%2C29%2C42%2C21%2C7 width="186" height="150"]] ||  ||   ||   ||
 * 1 - ||< Not at all || 14 ||> 12% ||>  ||
 * < 2 ||  ||> 29 ||> 26% ||
 * < 3 ||  ||> 42 ||> 37% ||
 * < 4 ||  ||> 21 ||> 19% ||
 * < 5 - || A ton ||> 7 ||> 6% ||  ||


 * Did you like doing the warmups and exit tickets on the iPads? ||
 * [[image:https://chart.googleapis.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=21d621%7C42dc42%7C00d000%7C85e885%7C63e263&chly=72%7C60%7C48%7C36%7C24%7C12%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C72&chd=t%3A2%2C7%2C16%2C26%2C62 width="186" height="150"]] ||  ||   ||   ||
 * 1 - ||< Absolutely not || 2 ||> 2% ||>  ||
 * < 2 ||  ||> 7 ||> 6% ||
 * < 3 ||  ||> 16 ||> 14% ||
 * < 4 ||  ||> 26 ||> 23% ||
 * < 5 - || Absolutely! ||> 62 ||> 55% ||  ||


 * If APS were going in the direction of iPads 1:1, what are your recommendations for PD?**


 * App Reviews:**
 * ~ APPS ||~ PURPOSE ||~ PROS ||~ CONS ||
 * [[image:wlipadpdp/Responseware.jpg]]

This app is exactly the same as what the students see when going to the website, but it's nice to have it as an app for students to find. ||  || * App has many many bugs (maybe not for iOS 5?) Can use Socrative on Safari as an alternative; it works just as well. ||
 * Turning Point Responseware** || This is an app that allows students to use their iPads, iPhones, iPod touches, and even Android devices (if you don't have the iPad anymore) as clickers with TurningPoint . || * Can use with existing Turning Point clicker powerpoints and with Turning Point Anywhere
 * Quest text is copied to the students' devices unlike clickers, so they can see the question and answer choices on their device
 * Each student can see the response graphs on their device after the question.
 * Students can input more than just a multiple choice response. It also allows for short answer or even short essay responses. || * Connectivity is not great - I had issues with kids getting "kicked out" and then having to rejoin the class. This made it difficult to look at the data after class because some students would have multiple entries. ||
 * [[image:wlipadpdp/Joinme.jpg]]
 * Join Me** || This is an app that allows the teacher to mirror their screen on allof the student . || * When using a computer to collect data from a motion detector experiment, instead of 27 students gathering round a PC, they can see the live data collection on their devices.
 * It's a great way for students to see things more clearly and in more detail than when it is projected on the SMART Board
 * A good accommodation for students with problems seeing the board. || * Chat! Students can be anonymous on Join.me and chat functionality cannot be turned off. This requires some class norms to be set about not being anonymous. Also, inappropriate chat can be mitigated by using the chat for content-related discussion. ||
 * [[image:wlipadpdp/Adobe_Ideas.jpg]]
 * Adobe Ideas** || This app allows students to draw from a blank screen or annotate pictures. || * Excellent digital substitute for whiteboarding.
 * I used Adobe Ideas all the time with the iPads. We annotated pictures, drew diagrams and graphs, and then individuals could plug their iPad into the smartboard to share their work. || * Very few cons - it's a pretty simple app. It would have been nice to be able to save the images in other locations than the photo album. ||
 * [[image:wlipadpdp/Socrative.jpg]]
 * Socrative** || Socrative is a formative assessment tool that allows students to answer multiple choice and free response questions.
 * [[image:wlipadpdp/iAnnotate.jpg]]
 * iAnnotate** || iAnnotate is an app that allows students to annotate and add comments to pdf documents. || * Many class documents are pdfs, and this allows students to read pdfs, highlight, and annotate.
 * Students can answer questions or add comments, and then export the pdf with annotation. || * Very clunky initially, and not super intuitive, but I think there have been some major improvements with the iOS 5 upgrade. ||
 * [[image:wlipadpdp/VideoPhysics.jpg align="left"]] **Video Physics** || This is an app by Vernier which allows students to take videos and analyze them.

This similar to what they can do with LoggerPro || * Quick,and very easy for students to get the hang of data collection using the videos. **S****parkvue** || This is an app by Pasco meant to work with their sensors and equipment. We don't have most of the equipment this is designed for, but it does have functionality that uses the built-in iPad gyroscope to log acceleration data. || * Free!
 * There are sample videos for students to use when first demonstrating the technology to the class.
 * I used this to find the acceleration of gravity in our g lab, and students were able to find the acceleration of gravity to within about 1 m/s^2 with just estimating the slope from the graph. || * Graphs are hard to read.
 * Data is not easy to access, and once data is collected, in order to do more with it you have to use LoggerPro on a computer.
 * Only export options are email (from iPad email) and Facebook. Would be nice if data could be exported to numbers on the iPad.
 * Can't track multiple objects like you can in LoggerPro video analysis. ||
 * [[image:wlipadpdp/SPARKvue.jpg align="left"]]
 * Very easy to start collecting acceleration data
 * I used this in our elevator lab, and the data was really excellent. Students could see the elevator acceleration changing throughout the ride. || * "Zero" acceleration is plotted 9.8 m/s^2, which is can be confusing to introductory physics students.
 * Very little functionality if you don't have the extra Pasco probes ||
 * [[image:wlipadpdp/GoogleEarth.jpg]]
 * Google Earth** ||  ||   ||   ||