Blog Post #2

The first point Peluso makes in "The fast-paced iPad revolution" is that handheld devices are already in our classrooms, in students' pockets and backpacks, and they have been since these devices became so universal and accessible. There is a disconnect between the devices' introduction into students' lives and the introduction of the use of iPads and similar devices in the classroom for educational purposes. Peluso hypothesizes that because these technologies progress and advance at such a quick rate, the vagueness and lack of clarity with which they are used in education will increase, as well as the needs and opportunities for research on the part of the academic community.

Peluso's next argument states that ignoring or excluding the use of handheld devices in the classroom is pointless and counterproductive. Young people are already in the heart of the use of these types of technology, and with handheld devices being so much a part of modern society and today's workplace, so keeping them out of the classroom only hinders students and shuts out what could be the most important element of learning to set students up for success in the modern world. Peluso says that educational policymakers and curriculum writers are beginning to include the use of these types of devices in curriculum and to enhance learning, particularly in math and science. Teachers are also starting to change their thinking from devices being only for games and distractions to being tools that can be used in the classroom.

Peluso's final point suggests that it is important to distinguish between using handheld device technology effectively and simply using it for the sake of having and, for instance, being able to say iPads are being used in the classroom. Making the devices available in and of itself is not enough to have effective use of technology. While many young people use technology with ease, access to handheld devices is not equitable or universal, and students still have to be taught to use them effectively and correctly. Peluso advocates for making students a part of the learning process even so far as to include them in curriculum design with the use of handheld devices. She suggests having conversations with the students where they can provide feedback to how they think they can learn using particular apps and how technologies can be incorporated into their learning environment.

I would use iPads (or similar devices) in my library by first, at the beginning of every school year, having a tutorial with each class on features of the iPad they would be using and what is and is not appropriate while using the device. These lessons would increase in complexity with each increasing grade level. I would research ahead of time useful apps for each grade level to enhance education, reading, research, and topical units. However, having that background information in mind, I would include students in the conversation, finding out what they already know and how they think the iPad would be useful for their own learning, particularly with older grades. I would then use my knowledge and student feedback to plan my library lessons and use of the iPads. They could be helpful for conducting research and not having to be sitting at a computer but able to move around the library or even the school building. They could also be used to have students interactively participate in a lesson, depending on how many tablets were available. I have seen my librarian give lessons in the library on nonfiction research, internet safety, current events, dental health, and many other topics. Students could be even more engaged if they were actively involved in the technology rather than just watching the librarian go through the information on a projector by using apps, finding information, and doing activities themselves on the iPad. Students could also browse books available for checkout, or for purchase at a book fair, with ease.

Peluso, D.C.C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? British Journal of Educational Technology, 43(4), E125-E127.