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iPad Initiative in the UAE

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Christina Gitsaki

on 24 April 2013

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Transcript of iPad Initiative in the UAE

Researching the UAE iPad Initiative

Dr. Christina Gitsaki & Dr. Matthew Robby, HCT Troy Priest, ZU
Yazid Ben-Chabane, UAEU Why Use Technology in the Classroom? Technology in the Classroom Overview Technology Evolution:
The use of technology in the classroom
Technology Revolution:
Mobile technology in education
iPad Initiative in the UAE: HCT, ZU, UAEU
Critical Issues
Q&A 50+ years of the use of computer technology in the classroom.

Technology use has evolved alongside learning theories and pedagogical approaches. Digital Literacy “The person who is not technologically literate, in our world, is not a fully educated person”
(Hunter, 1992, p.26). 21st Century Skills technological literacy
communication skills
access & use information to draw conclusions
make generalizations
become self-directed learners
collaborate and co-operate in teams
(CEO Forum on Education & Technology 2000) 1960's - 1970's Behaviourist Learning Model
“Drill and Kill”
Computer: the tireless mechanical tutor
Drill practice: easy to program on the computer because of their “systematic and routine character” and “their lack of open-endedness” (Kenning & Kenning, 1990, p.53) 1960's - 1970's Advantages:
Individualized instruction
Instant feedback
Self-paced learning

Passive learner
Absent teacher (peripheral role)

If technology could prove effective, there would be a good reason to replace teachers. Computer Age: 1980's - 1990's Social Theories of Learning
Multimedia Resources
Computers become more widespread among educational institutions
Teachers author computer activities Digital Age: 1995-2000 “Part library, part publishing house, part telephone, part interactive television, the Web represents one of the most diverse and revolutionary media in human history” (Warschauer & Healey, 1998, p.64) Dynamic, Current, Open-ended
Easy to Use
No Specialized Computer Knowledge is necessary
Fun to use (pictures, sounds, animation, video)
Authentic Material used in real-life situations
Learner-centered activities Disadvantages:
The web lacks structure. Cluttered.
Overwhelming amount of information.
Irrelevant and useless material.
Commercialized (lots of ads and flashing commercial info).

Not all information is appropriate for learners.
The Web does not provide a framework for educational tasks to be completed.
There is no underlying learning syllabus.
It is up to the teacher to prepare the way for the use of the computer in the classroom (Levy 1997, p.203). The Teacher Facilitator
Provides guidance
Organizes collaborative projects
Researcher (explores the web for resources)
Framer (establishes a frame through which the students can enter the web). The Learner Autonomous – Responsible for their work & learning.
Able to direct learning into the areas he/she is interested in.
Creative (able to publish on the web).
Able to communicate directly with the teacher and ask for feedback or advice.
Experimenter and Researcher. Interactive Age:
2000-2005 Social Networking
Cloud Computing
Web 2.0 tools
Easy sharing
Online communities
Free access to
sophisticated software Web 2.0 The appearance of social networking tools is changing the way students process information, interact and learn.

Teachers: skeptical about the educational value of web 2.0 Mobile Learning: 2005 - 2010 Mobile Learning: 2005-2010 Technologies:
Mobile Phones
Tablet laptops
Mobile learning:
Ubiquity (anytime, anywhere learning)
Pervasiveness and ambience

Mobile technology is well-placed to be educationally adaptive. Mobile-Assisted Language Learning Vocabulary acquisition (Levy & Kennedy, 2007 Thornton & Houser, 2005; Song & Fox, 2008)
Grammar practice (Ally et al., 2007)

Behaviourist mobile learning:
it's not meant to be the best learning practice, but rather, it was found to be an effective approach that was well-integrated by the mobile technology. iPad Revolution: 2010 Adopted as part of school curricula
Portability, mobility, ease of use
Instant access to the web
Over 20,000 educational apps
Over 500 apps for ESL Learning with iPads “Given the iPad’s newness, there hasn’t been enough time for empirical studies on its effectiveness to have been conducted”
(Gorichanaz, 2011) Learning with iPads Students are positive about learning with iPads (Brand, Kinash, Mathew & Kordyban, 2011)

Enhance student interest & creative exploration
Facilitate active learning
Provide easy access to and manipulation of digital content (Morrone, Gosney & Engel, 2012) Learning with iPads iPads:
Make lessons more interesting
Encourage exploration of additional topics
Provide functions and tools not possible with a textbook
Help students more effectively manage their time
(Angst & Malinowski, 2010)
Facilitate learning for students with learning disabilities (McClanahan, Williams, Kennedy & Tate, 2012) iPad Initiative in the UAE HCT Student Survey 1,802 students
Preliminary results:
The iPad has helped me improve my:
reading (85%)
grammar (82%)
vocabulary (90%)
listening skills (80%)
writing skills (81%)
study skills (80%)
I am more motivated to learn (88%) & attend class (84%)
I do more studying (74%)
I have greater confidence for learning English (84%) Adoption of
Mobile Technology for Learning Pedagogical Considerations The effectiveness of technology for language development is largely dependent upon the pedagogical and language acquisition principles guiding their design (see Chapelle, 2003).

Student-centred, project-based, experiential learning environment Critical Issues Evaluating Learning with Technology
Current practices for evaluating the impact of technology in education need broadening as they may not measure the full extent of the impact.

Standardized test scores say little about how to improve technology’s effectiveness and what is going on with the learning process.

Formative evaluation can tell us what technology applications work, under what conditions, and with which students. Pedagogical Considerations Pedagogy:
Avoid Techno-centric Thinking: The focus is on the technology, esp. hardware
Technology-Enhanced vs. Technology-Driven
Decisions about the use of Educational Technology should be prefaced with a consideration of learning theory and the learning environment. Gift Wrapping Approach Technology Integration Things to Keep in Mind Using mobile technology in teaching & learning contexts requires major paradigm shift, advanced planning and greater time commitments on the part of faculty both upfront and throughout classroom tasks. “One of the most important things young people have today is the love of embracing change”
(John Seely Brown, Deloitte Center)

Educators also need to embrace change
if we are to engage our students and prepare them for the future. “The central task of education is to implant a will and facility for learning: it should produce
not learned but learning people.

Because in times of change, learners inherit the earth, while the learned find themselves equipped to deal with a world that no longer exists.”
Eric Hoffer iPad Initiative 2012-2013
Foundations students and teachers
Federal Institutions: HCT, ZU, UAEU Need to find new ways to identify, isolate and measure the skills, strategies and knowledge that students gain from using mobile technology for learning. Marriage of sound pedagogy and technological tools. iPad Initiative - Objectives Model 21st Century Learning by integrating emerging technology in & beyond the classroom
Introduce progressive classroom pedagogies
Facilitate the migration to digital resources
Enhance opportunities for cross-institutional collaboration
Achieve individualized student learning
Increase student engagement and motivation
Engage students in authentic learning opportunities
Create practice-ready students who will lead their organizations

(iPad Implementation Framework, June 5th, 2012) HCT iPad Intitiative 6,215 students in Foundations
368 instructors
infrastructure upgrade
eBook resources only
a set of paid & free apps HCT iPad Evaluation Project Formative Study Objectives:
Describe the implementation & use of iPads by teachers and students.
Report on strengths & identify areas for improvements.
Support the development & refinement of the iPad project.
Share best practices of iPad use to enhance teaching and English language development.

Mixed-Methods Design: surveys, lesson observations, interviews/focus groups HCT Teacher Survey Administered each semester.
Measures implementation and changes in teacher perceptions and Stages of Concern for iPad use.
Reports on specific use of iPad in EFL teaching.
Identifies areas for support as well as PD for teachers.
Examines perceived impact of the iPad on student language development. HCT Student Survey Administered each semester.
Measures changes in iPad usage.
Determines changes in motivation and engagement for in-class & out-of-class activities.
Examines changes in the perceptions of the impact of the iPad on key learning outcomes & English language development. system-wide intensive PD program
College-based PD ICT and the Web are “a media today's kids expect to use for expression and communication- it’s a big part of the world into which they were born.”
(Web-Based Education Commission, 2000) World Wide Web (www) A comprehensive experience applied to one foundation course ( iTechnology)
Two groups:
Experiment: 65 sections (1253 students), 15 teachers
Control: two sections (30 students), one teacher
Set factors and parameters of the experience
Factors (practical skills) vs content mapping (activities)
Design of the rubrics and assessment tools
Professional development (pedagogy, content, assessment, and technology)
Regular assessment and feedback
Supporting systems Experience implementation UAE University:
MLearning Experience Pedagogy Technology Instructor Learner Why MLA Mobile Learning Approach?
Time and space, load, motivation, expectations
What are the motives?
Constant reflection and regular thinker
Creating new minds
What is an effective pedagogy?
How to deliberately infuse the 4 Cs skills (Creativity, Critical thinking, Communication and Collaboration)
What is the direct impact of MLA on these skills?
Can we teach less and learn more in a MLA?
What to teach and how we teach?
Does innovative pedagogy inspire learning?
What is the effect of MLA on students' performance?
Virtual augmented learning
How do we measure the MLA added value? Why this experience? 1st Phase:
Nov. 2012: N=253
2nd Phase:
May 2013 1st Phase:
Dec. 2012: N=1802
2nd Phase:
May 2013 Educational initiatives of this magnitude require continuous monitoring and reviewing to enhance implementation and development in order to best serve the learning needs of students and best support faculty in their teaching endeavors and ultimately improve learning outcomes. iPad Initiative
at Zayed University Timeline
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