Beuchley et al.

Brian,

You mention the inequity regarding sourcing out technologies. In my experience it is primarily the science and math groups that receive technology first. Although, recently as the technology coordinator, I have managed to find better balance with distribution of educational technologies to faculty in both our Jr and Sr buildings.

There are so many factors to consider when implementing new devices. I have mentioned a few in the Monahan thread and Brian you have touched on time and equity. I believe that iPads can be an extremely powerful learning tool, but not the sole tool to be used. In my opinion this is true particularly at the Sr level from 10 - 12. In order to complete their work to a high enough level, students would have to use a desktop or laptop in combination with an iPad. It is difficult to manipulate large amounts of data from a science experiment in a spreadsheet or write a complete essay with bibliography on an iPad.

So, if a school is to adopt iPads and be equitable, is the expectation on the students or the school to provide the devices. If the school is expected to purchase the iPads for the students, do they have funds available or a lab for students to complete the work? Also, as mentioned in Monahan thread, the iPad works well with cloud based resources. How can we ensure student privacy and meet policy (FOIPPA in BC) by using a device which stores information in the Cloud? This is an issue, which I would need clarified before I was comfortable using this kind of device in the classroom.