A Model for Teaching and Learning with iPads |

A Model for Teaching and Learning with iPads |

by TeachThought staff

It was updated from a post in 2014.

At TeachThought we love models and frameworks.

A single visual description describes how things work – context, function, potential and interdependence. So many emerging trends in education do occur. New.


This can make them (the trend) intimidating, this is where models and frameworks come in – imagery that articulates ideas and the often murky relationships between them. A good model will visualize abstraction, prioritize thinking, emphasize nuance, and otherwise simplify and communicate what needs to be simplified and communicated.

The above model comes from a larger image that we will share later this week. The overlapping circles explain how the iPad can overlap with everything you do as a teacher – all the other ‘parts’ of your classroom.


A brief summary of the model for teaching and learning with iPads

The model identifies four primary teaching pieces.

1. Content

It is what students learn.

Leading question: How does the iPad support content access? How can the iPad improve existing access: more instant access, mobile access, personal access? Access to higher quality content? More authentic? More diverse content forms?

2. Activities

It is natural how students will learn.

Leading question: What kind of activities does the iPad naturally ‘set’ or support the learners to learn the content? How can the iPad be used to improve the quality, depth, differentiation or diversity of those activities?

3. Assessment

How you would measure how the students did during the lesson, and vice versa, how the lesson ‘did’ on the student.

Leading question: How can the assessment of students’ understanding become more accurate and / or more effective? How can this promote a broader range of evidence of this notion? How can it promote the assessment of higher-order thinking skills?


4. Personal

This is where the iPad is used to personalize the student’s learning – whether through content, activities, assessment, sequence, content depth and mastery, or other factors.

Target Question: How can an iPad use assessment data to personalize, automate, and visualize instructions?

As communicated, it defines the function of the iPad in education as somewhere in the overlap between activities, content, and assessment. Rest between activities and content is course material – the learning experiences that teachers have designed for students to access content. The iPad – with apps like The elements, Waste land, The Alice app, and more – definitely perform here.

Between activities and assessment is the act of sending and receiving, which implies exchanging back and forth between lessons and assessment data, something that apps like Nearpod and Socrative are designed to support.

On the fringe, the idea of ​​’Personal’ was used – for example homework and learning feedback. The fact that it is in the periphery – and that the circle is smaller than the others – means less of a role here compared to activities, content and assessment, which is true in some learning models, but not all.

In this way, it’s just one take model that the iPad ‘does’ or can ‘do’ in class. Of Android. Unless we tackle specific programs and ecology, they all function more or less the same.

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