Running Head: iPad ISD PROJECT

ISD Project: 1 to 1 iPad Professional Development

Mark Drye, Wesley Harpold, Jeffery Hutto, and Mike Welborn
Liberty University
EDUC 633: Principles of Design and Management in Distance Education
Dr. Jennifer Courduff

Running Head: iPad ISD PROJECT

Abstract
This instructional design project is geared towards high school teachers who are being asked to
teach in classrooms where every student has an iPad. Without solid professional development, a
1:1 iPad implementation will flounder and potentially fail. This project shows a model for
providing a two-day professional development seminar to prepare teachers for an initial release
of iPads in the classroom. An array of media tools will be used in the instruction of teachers
which will then be used to instruct students. The focal point of instructional delivery will be
Apples Keynote supported by Notability, Google Drive, Google Apps, and Apples iWork suite.
The training will take place on campus in twelve one-hour sessions over the course of two days
during a pre-service event. The teachers be assessed on their ability to incorporate the
instructional technology tools into sample lessons. The teachers will also be asked to blend the
collaborative tools in Google Drive and their LMS with group presentations. This training will
guide teachers in using technology to achieve the highest levels of Blooms taxonomy in their
classrooms.
Keywords: iPad, implementation, professional development, keynote, google drive.

Running Head: iPad ISD PROJECT

Need Identification
As a school approaches the reality of an iPad implementation program, it is vital that the
teachers receive opportunities to learn how to use these tools effectively in the classroom. The
success or failure of the program depends upon a solid professional development plan (Haley
2013). Teachers have various degrees of comfort in using mobile technology in the classroom.
A successful iPad implementation plan depends on the quality of the professional development.
Teachers hold the potential for success in their hands (Castek, 2012). In order for the
implementation to be successful, teachers must feel comfortable and confident that they can
produce instructional content that will enhance what they have always done (Thompson, 2014).
Goal Statement
The primary goal of the 1:1 iPad Professional Development Group is to deliver an
interactive and collaborative learning environment for an audience of teachers, with varying
levels of experience, preparing them to use of iPads in the classroom to improve the learning
environment. This will include working with teachers to identify areas of strength, as well as,
weakness in implementing iPads in the classroom. A secondary goal is to model the types of
instructional skills that we desire the teachers to use in their classroom based on the SAMR
acronym created by R. Puentedura. (2014) A final goal would be to provide the teachers with a
repository of lesson plans based on SAMR that will redefine the nature of information
acquisition, formative assessment, and summative assessment. The achievement of these goals
will have a profound impact on the classrooms for both students and teachers. It will provide
instant access to resources for the students and increase student learning in both course subjects
and in the use of technology.
Task Analysis

Running Head: iPad ISD PROJECT

The following Flowchart shows the processes from project draft to the training of the
teachers. The main focus is on training of teachers in the use of the iPad technology.

The objective of this professional development workshop is to prepare teachers to

implement mobile technology into the classroom in the form of 1:1 student iPads. The first stage
will be for the teacher to gain a procedural knowledge of the using the devices basic functions

Running Head: iPad ISD PROJECT

and working within the digital workflow of the schools digital environment. The teacher will
also learn how to use the device to elevate the learning environment to the higher levels of
Blooms taxonomy. Throughout the workshop, the teacher will principally use an iPad to create
progressively more complex lesson plans that meet specific standards in their own curriculum.
The ultimate outcome is a faculty capable and eager to create lessons that are effectively engage
their students and emphasize the highest levels of Blooms taxonomy.
The tasks will follow the SAMR acronym. Initial tasks will be to substitute digital tasks
for the previous analog work. Augment the traditional classroom instruction with tools and
materials presented through the iPad. Modify the workflow so that it is purely digital. The final
piece will be instruction and assessment using the iPad in ways that cannot be fulfilled without it.
(Puentedura, 2014)
Context and Learner Analysis
The two day in-service is important for stressing to teachers the importance of preparing
students for the need to be technology literate in our digital world. The trends in education show
the need to blend content, pedagogy, and technical literacy. (Mishra & Koehler, 2006) The
teachers may come into the inservice with different degrees of anxiety about implementing iPads
into the classroom. (Holden & Rada, 2011) Some of the early training in the in-service should be
geared toward easing that anxiety so that teachers will feel comfortable about what they are
going to learn and implement in the classroom (Holden & Rada, 2011). The instruction will
focus on allowing the teachers to explore the capabilities of mobile technology to enhance the
nature of their current instruction and create new opportunities to instruct.
Teachers will come to the inservice with different levels of comfort using the iPad in the
classroom. The approach taken for the inservice will be to create small groups that consist of

Running Head: iPad ISD PROJECT

experienced teachers that are knowledgeable and comfortable with using the iPad in the
classroom and also teachers that have very little experience with the iPad. The experienced
teachers could assist in helping the teachers that are new to the iPad. An advantage of this
approach is that inexperienced teachers can learn from other teachers who are already
comfortable with iPads. A disadvantage is that the inexperienced teachers may not be
comfortable with their lack of knowledge with the Ipad and may resist or not respond well to
being taught by the experienced teachers. Teachers should be reminded throughout the inservice
that the focus of their lessons and the use of technology should be directed toward how students
will benefit from the use of the iPad in the classroom.

Instructional Objectives and Assessments

Session 1 Getting started and Interface (0.5 hours)

o Pre-assessment basic paper quiz to determine the teachers technical level in relation
to the iPad.
o Setting up the iPad out of the box starting the iPad from scratch
o Instructional element Interface The teachers will be able to interact with the
multitude of interface skills.
Session 2 Interface and App Management (0.5 hours)
o Instructional element Interface The teacher will be able to use and manipulate the
onscreen keyboard, use all the different swipe gestures, and manage the app on the home
screen.

Running Head: iPad ISD PROJECT

o Instructional element Camera The teacher will be able to create media using the
four basic camera modes and edit that media using the internal photo app tools.
o Formative assessment The teacher will take a short video of themselves using an
iPad while explaining the external features of the iPad: volume controls, speaker location,
headphone jack, lighting adapter plug, and camera locations.
Session 3 Universal App tools (1.0 hours)
o Instructional element Interact The teachers will be able to interact with basic iTools
apps and Safari and explain those tools in a short instructional video. The emphasis will
be placed on the share function and the open in function.
o Formative assessment - The teacher will create a short Keynote presentation on iTunes
and project that presentation onto the projector using the Apple TV/ AppleDirect utility
Session 4 Teacher workflow (1.0 hours)
o Instructional element Workflow The teacher will be able to create media on the
iPad and then move that material into the LMS. The teacher will then access the SIS
software homework module to assign the homework.
o Instructional element Collaborate Create a Google docs document and share that
doc using Google Drive share features.
o Formative Assessment The teacher will create a document that communicates the
nature of the school workflow and share it with the other teachers in the workshop using
Google drive.
Session 5 Media (1.5 hours)
o Instructional element Audio/visual The teachers will be able create a movie based
on their iPad learning that incorporates music imported from Garage Band

Running Head: iPad ISD PROJECT

o Formative assessment teacher movie

Session 6 - Presentation (2.0 hours)
o Instructional element Presentations The teachers will be able use Keynote and
Explain Everything to create a multimedia lecture.
o Formative assessment teacher presentation using iPad and Apple TV
Session 7 Note-taking (1.0 hours)
o Instructional element Notes The teachers will be able use Notability and Evernote
to create content for the students.
o Instructional Element Flipped The teacher will use the recording function of
Notability to create flipped classroom content.
o Formative assessment The teacher will create and present a portion of a 5 minute
flipped classroom element.
Session 8 Interactivity (1.0 hours)
o Instructional element Collaboration The teachers will be able teach a classroom of
students with iPads from an interactive collaborative whitespace.
o Formative assessment The teacher will create a short lesson using NearPod or Class
Flow that demonstrates basic skill in using collaborative white space on the iPad.
Session 9 Informal Assessment (1.0 hours)
o Instructional element Informal Assessment The teachers will be able to create
activities using the tools learned to informally assess student progress.
o Formative assessment The teacher will use a polling tool and Showbie in a lesson to
demonstrate informal assessment.
Session 10 Student Instruction (1.5 hours)

Running Head: iPad ISD PROJECT

o Instructional element Creation The teachers will be able create a lesson where the
student has liberty to use a state array of tools to discover information, solve a problem,
and present learned material to the class.
o Formative assessment The teacher will create the content as if they were the student
walking through the steps of the lesson plan.
Session 11 Alternate summative assessment 1.5 hours)
o Instructional element Portfolios The teachers will be able create a summative
assessment where the student builds a portfolio of material using Book Creator or
iTunesU.
o Formative assessment The teacher will create a basic iTunes U class and a 2 page
Book Creator portfolio along with a description of an end-of-semester summative
portfolio assessment.
Session 12 Micro-teach (1.5 hours)
o Summative Assessment Each teacher will teach a 30 minute lesson on video that
explains to the learner why the iPad is such a powerful tool in education. The teachers
will break up into pairs in various rooms and record each other using their iPads then
posting those videos into the professional development drop in Vimeo.

Assessments
Assessment of the teacher progress and mastery will fall into three areas. The first will
be a pre-assessment carried out to evaluate the teachers level of technical knowledge. The
second area of assessment will be a series of formative assessments carried out to measure the

Running Head: iPad ISD PROJECT

10

teachers comprehension of the apps that we will use in the academic environment. The
summative assessment will be an app presentation at the end of the workshop along with a
package of lesson plans ready for deployment.
Instructional Strategies

Running Head: iPad ISD PROJECT

11

Student Grouping
Grouping will be based on the pre-assessment of teachers previous knowledge of the
iPad, the apps to be incorporated, and the use of presentation tools within the classroom. Groups
will be created to include a mix of both experienced and inexperienced teachers. Also, groups
may be mixed with regard to subject area taught

Delivery and Media Selection

The setting of the in-service will be a classroom that is equipped with the technology that
is very similar to the equipped classroom of each teacher. The classroom will consist of a
projector, an AppleTV, and a set of iPads for teacher use. The delivery of the course content in
the inservice will model the use of the AppleTV, projector, and iPads so that the teachers can see
a demonstration of the technology in action. As teachers present their created material as part of

Running Head: iPad ISD PROJECT

12

their assessment, the AppleTV can be switched to the iPad of that teacher so that it will model
some of the capabilities of the AppleTV and iPads. The iPads will be equipped with preinstalled
apps such as Keynote, iTunes, Safari, Pages, and iMovie. Other installed on the iPads may
include Notability, Evernote, NearPod, ClassFlow, Showbie, and other applicable apps.

Tool

Support

Computer
Capabilities

Bandwidth

Media
Creation

Cisco tests
involving the
most demanding
features of an
iPad network
suggests that a
WLAN with 20
channels at 5
ghz transmission
would support 1
mbps per user
with high level
of reliability. A
traditional 720
mbps network
architecture is
adequate for our
activities.

Teachers
enrolled
in the
workshop
will be
creating
media
content.

Skills Development

Pages

Access to Google
Drive

iOS device

Keynote

Access to Google
Drive

iOS device

Pre-loaded app

iOS device

Explain
Everything

Downloaded App

iOS device

Notability

Downloaded App

iOS device

Near Pod

Downloaded App

iOS device

Class Flow

Downloaded App

iOS device

Showbie

Downloaded App

iOS device

iTunes U

Downloaded App

iOS device

Book Creator

Downloaded App

iOS device

Google Drive

Downloaded App

Internetconnected
computer or
iOS device.

The lead
instructor
will create
the shared
folder

No prerequisite skills

Vimeo App

Internetconnected
computer or
iOS device.

The school
has a Pro
account for
the storage of
school videos

No prerequisite skills

iMovie

Vimeo

Familiarity with word

processing
Familiarity with
presentation software
No prerequisite skills
No prerequisite skills

No prerequisite skills
No prerequisite skills
No prerequisite skills
No prerequisite skills
No prerequisite skills
No prerequisite skills

Cisco data published in:

Florwick, J., Whiteaker, J., Amrod, A.C., and Woodhams, J. (2013) High Density Client
Environments for Higher Education. San Jose, CA: Cisco Public Information

Running Head: iPad ISD PROJECT

13

References
Castek, J. (2012). Do New Technologies have the Potential to Transform Education by
Replacing Current Teaching Methods? In K. Brady (Ed.), Technology in Schools. Los
Angeles, CA: Sage Reference. Retrieved from
http://literati.credoreference.com.ezproxy.liberty.edu:2048/content/title/sagets.
Florwick, J., Whiteaker, J., Amrod, A.C., and Woodhams, J. (2013) High Density Client
Environments for Higher Education. San Jose, CA: Cisco Public Information.
Haley, David. (2013). iPad Educator Professional Development The Three Rs.
EmergingEdTech. Retrieved from http://www.emergingedtech.com/2013/08/ipadeducator-professional-development-the-three-rs/
Holden, H., & Rada, R. (2011). Understanding the Influence of Perceived Usability and
Technology Self-Efficacy on Teachers' Technology Acceptance. Journal Of Research On
Technology In Education, 43(4), 343-367.
Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Puentedura, R. (2014) SAMR and TPCK: A Hands-On Approach to Classroom Practice.
Rueben Puenteduras Web Log. Retrieved from http://hippasus.com/rrpweblog/.
Thompson, G. (2014). 1 - TO - 1 + BYOD + PD = SUCCESS. (cover story). T H E Journal,
41(8), 13.