iPads in School
Can we all remember that time in school when we had to use so many different devices for carrying out planning and gathering evidence as well as the day to day communications and task management? I think back to the days when I was based in the Nursery at the first Primary School I was working in. We had to gather evidence and record everything onto a spreadsheet to see the progress of the children. This involved gathering lots of comments written on post it notes, offloading photos from digital cameras and then printing them off to add into each child’s evidence file. This was all very time consuming and wasn’t something that could be considered doing whilst in the setting.
In 2010 when the very first iPad was launched I proposed the idea of using iPads to cut down on the majority of the processes above by recreating the evidence files for each child in the Evernote App. Straight away the time and cost saving benefits were quickly showing. There was also the ability to allow others in the school to view the evidence using the collaboration options at the time in Evernote. This was a very innovative period of time when many similar challenges started to be solved by the use of the iPad. It wasn’t too long before the school realised the power of iPad use across the school. This led to a full 1:1 roll out for all staff and pupils.
When the iPad was first introduced it had a very mixed reception. Not everyone understood the huge list of benefits that it offered. The usual community of Microsoft Windows lovers ridiculed the iPad and criticized it saying it wasn’t a proper computer, what can you use it for etc. The first big win for our school was the fact that the iPad was instantly usable without any of the usual collection of time wasting issues that Windows laptops have. One of the biggest criticisms of the iPad was that it would only ever be good for consumption of content and not for creating content. The iPad sits perfectly in the range of task complexity versus task duration as per the following 3 device types:
Mobile Phones - Small tasks / Short duration
iPad - Mid size tasks / Medium duration
Traditional Computers - Larger complex tasks / Longer duration
In summary of this use, the iPad in an average Primary School class lesson is more than capable for this purpose. When you factor in all the apps and features that the iPad makes use of along with a long battery life and the ability to take it anywhere in school it leaves the world of Windows laptops behind. There are so many creative uses for the iPad and when used with a stylus such as the Apple Pencil or other 3rd party options it takes on a whole new level. The ability to produce art, record and create music, produce video productions and much more means the iPad is now way beyond a simple consumption device.
As the iPad has become more powerful over the last few years it has now become the only device that is in use for many people. I can use the example of my Mum along with many other retired pensioners. The iPad has opened up a whole new world for them where traditional laptops failed. My Mum travels the world on cruises and takes her iPad everywhere. The camera and ability to connect to WiFi anywhere allows her to keep in touch whilst she is away as well as using social media etc. With my own use of iPad, I can do everything I need to on it and the ability to connect it to external screens and a USB mouse and keyboard means I often use this as a desktop replacement in a variety of situations.
The iPad raised the attention of the SAMR Model which is a Framework created by Dr Ruben Puentedura and categorizes 4 areas of technological integration.
Substitution
Replaces traditional stand alone devices.
Augmentation
Add video & external links to a presentation.
Modification
The use of Additional feedback and collaboration tools.
Redefinition
Share content created with the rest of the world for collaboration and engagement.
The SAMR model is a great resource for schools to use to help teachers to ensure they are getting the best value from the iPads. The iPad straight away fits the base level of Substitution as it is a perfect substitute for stand alone devices such as camera, video camera, audio recorder, calculator, diary, notebook, laptop, scanner and much more.
The other levels need to become embedded as part of the ongoing journey. This can only be done if the SAMR model is explained and promoted as part of the ongoing staff training and support.
The overall lifecycle of the iPad has made it a very cost effective solution for schools and has helped reduce electronic waste. An iPad will support the latest iPadOS for up to 6 years. For example, the 6th Generation iPad released in 2018 has now ceased supporting the latest iPadOS 18 launched in the autumn of 2024. However, it remains on the previous latest version 17 which will still support the apps you use for another few years yet. The iPads that we are currently planning to retire in 2025 are the 10 year old iPad Air 2 which is running iPadOS 15 with many of the latest apps in use requiring 15 as a minimum to run.
This does show that it is possible to invest in iPads and make use of them for up to 10 years if required. In practice, the older devices after 7 years do struggle due having lower storage capacity and battery life is depleted too. Here is the strategic plan that one School in Oldham has adopted over the past ten years which has enabled them to maintain an active and sustainable use of iPad in school.
Early Years iPads - iPad Air 2
TA / Support Staff iPads - 6th Gen iPad
Teacher / SLT iPads - 9th Gen iPad
Key Stage 1 Class Set - 9th Gen iPad (3yr lease with Apple Finance)
Lower Key Stage 2 Class Sets - 10th Gen iPad (3yr lease with Apple Finance)
Upper Key Stage 2 Class Sets - 10th Gen iPad (3yr lease with Apple Finance)
The staff devices which are purchased have set the hand-down process to TA’s then to Early Years. This ensures that the main teaching staff have the latest iPad possible to ensure they have the best teaching tools available. The iPad is so often overlooked by many schools as simply being a useful device for pupil use. The true power of the iPad comes for teaching staff as it allows for full collaboration across the school and untethered teaching in class with the use of AirPlay via an Apple TV or AirServer installed on a Mac or PC.
1:1 iPad deployments are much more affordable and would be more so if the DfE embraced the fact that this is the future and reduces paper use along with other costs for schools. For example, even if it is Year 3 when each pupil is issued a device
In Primary School in particular the iPad along with Chromebooks (or Google Flex converted devices) has transformed the way that the internet and all digital resources are accessed. There is no longer a valid argument any longer for the army of Microsoft Windows supporters to force the conventional approach on schools. This is simply down to school leaders to have the confidence and vision to challenge the solutions that many IT teams and providers are constantly keeping them locked into. The devices have to be the best option for the pupils and not what’s best for the IT Departments. It’s an interesting fact that most homes today don’t have a computer but use mobile devices such as smart phones and tablets. The modern workplace has changed with many day to day operational tasks being carried out using mobile devices. High end creative work is still carried out on Windows PCs and Macs.
iPads can significantly enhance learning for pupils in a variety of ways, transforming the traditional approach into a more engaging and personalised learning experience. The wealth of apps and accessibility features are just the starting point for what is possible.
In the famous words created by the team at Apple, “Think different”
