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Use of iPhone/iPads/Laptops in the Classroom

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Humma Bhutta

on 17 March 2014

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Transcript of Use of iPhone/iPads/Laptops in the Classroom

Educating the 21st Century Student
Anyone can make these changes.
What intrigues your students?
Look around your class room.
What do your students have in their hands?
"How do I engage my 21st century students????"
How can we as teachers use
technology to engage
our students?
Abilene Christian University located in Texas, piloted a program in which 1,000 freshman students had the choice between a free iPhone or an iPod Touch.
(Chen, B. X. (2009, December 08). wired.com. Retrieved from http://www.wired.com/gadgetlab/2009/12/iphone-university-abilene/)
Many schools across our nation have turned to
the use of iPads, smart phones and or laptops to engage
students in learning.
As part of a pilot program, Roslyn High School on Long Island handed out 47 iPads on Dec. 20 to the students and teachers in two humanities classes
In Millburn, N.J., students at South Mountain Elementary School have used two iPads purchased by the parent-teacher organization to play math games, study world maps and read “Winnie the Pooh.”
The New York City public schools have ordered more than 2,000 iPads, for $1.3 million; 300 went to Kingsbridge International High School in the Bronx
More than 200 Chicago public schools applied for 23 district-financed iPad grants totaling $450,000.
(Hu, W. (2011, January 4). The new york times - education. Retrieved from
Students enjoy using technology in the classroom:
Use iPads in place of textbooks
Use them to make their own digital media presentations. These would be use to start class discussions.
The internet is readily available to do research or search for topics for discussion.
Students in New York have collaborated on a science project with students from Australia.
Elementary students use it to play educational games to learn concepts.
Use of interactive websites
Texting apps that allow teachers to send out text reminders to students.
Teachers have found ways to incorporate technology
into their classrooms:
Teachers have found it to be a good tool to engage students with its multiple apps and use.
One teacher believes that if there is not an app for it now, there will be one soon.
Teachers had students use the iPad/iPhone to conduct research, surveys and take quizzes to gauge understanding.
I took a unit from my high school biology class
and incorporated technology into it.
After conducting my research, I have also incorporated
technology into my lessons.
This is the first lesson of the Genetics Unit: (technology incorporation is in purple font)
Day 1 – Structure of DNA
EQ: Describe the shape and molecular composition of DNA. Why is this important for cellular function?
Goal: Students will be able to explain Chargaff’s rule and how it relates to the structure of DNA.
Bell Ringer: What does the abbreviation DNA stand for? What does DNA do?
1.Begin KWL for DNA
2.Begin Notes and Discussion: Genes, Chromosomes, and DNA PPT
(take notes on smart phone/iPad/Laptop for a digital copy)
3.Chargaff’s DNA Data activity from Biology Inquiries pg. 121-126
a.Students analyze Chargaff’s data to determine the rule of base pairing.
b.Students will discuss data and answer the questions in pairs.
4.Chargaff’s DNA Data Activity Alternative
a.Set up QR Codes to web pages and digital pages from textbook that relate Chargaff’s rule
b.Include questions for each QR Code to be discussed in pairs then as a class
5.Finish discussion of Chargaff’s rule
6.Finish KWL for DNA
Daily Assessment/QOD: What is Chargaff’s rule?
This is the lesson on the 3rd day of the unit:
Day 3 – DNA Replication
EQ: Describe the shape and molecular composition of DNA. Why is this important for cellular function?
Goal: Students will be able to summarize the events of DNA replication.
Bell Ringer: What is DNA polymerase? What does it do?
1.DNA replication Notes and Discussion
(Provide a digital copy of notes and have students use highlighter function on smart phone/iPad/Laptop to highlight important details and add their own notes)
2.Download ‘3D Cell’ App
a.Have students look at cell to determine where DNA replication is taking place and which organelles are involved
b.Have students look at cell to revise function of organelle
3.Replication physical simulation activity
4.DNA replication flow chart
5.Chromatin vocabulary chart
(Use smart phone/iPads/Laptops for internet search on definitions – limit to certain science websites) (Use Biology Glossary App)
Daily Assessment/QOD: Summarize the events of DNA replication.
This is the link to the word document for the entire unit in Google Docs:
Simple changes were made in my lessons. Enough to incorporate
technology to keep students engaged.
What changes will you make?
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