Stuart to supply iPads to 330 students
By Victoria Hurley-Schubert, Staff Writer
Technology moves at the speed of light and educators are keeping pace by introducing it into the classroom and finding ways to weave it into their lesson plans.
At Stuart County Day School of the Sacred Heart in Princeton, a private girls school, each student will have an iPad to use, one-on-one in the upper grades and shared units in the lower grades.
An iPad is a touch-screen, tablet-style computer that has built-in Internet access and uses applications, or apps, for programs.
Even the kindergarten pupils are learning 21st century skills, such as social media.
”We can use Twitter and see where people live,” said 6-year-old kindergartner Hannah Park, who was playing with Google Earth. Their kindergarten teacher has set up a Twitter account, called Kinderchat, so the students can talk with other kindergarten teachers from all over the world.
Kindergartners were also learning reading skills with audio books and alphabet programs.
Currently, the school has 20 iPads that are shared among all classes in the school, from kindergarten through senior year in high school. Next year, the school will give 330 students their own iPads and have 40 for sharing.
”This was an evaluation year to make sure the technology and applications will enhance the curriculum,” said Risa Engel, director of communications at Stuart.
Educators are more excited than the students about the possibilities technology offer.
”I would say I am passionate about ‘infusing’ technology into my curriculum and I think helping young people to use technology efficiently and responsibly is essential in a day and age where technology plays an important role in life long learning,” said Dan Richardson, 7th and 8th grade science teacher. “I think there is a high probability that the iPad is going to be the gold standard for mobile computer devices of tomorrow and students must not be left behind and they need exposure to these styles of devices to help them functioning in a global learning environment, which is dynamic and constantly changing.”
Next year, students in grades 6 through 12 will each have an iPad; kindergarten through fifth will have access to the devices through a cart system where the teachers can reserve them for classroom use.
”They’re not just playing computer games, they’re doing imaginary acting out,” said Ms. Engel, as she watched kindergartners make music using an application on the iPad. “It’s teaching kids how to use and navigate technology, they are growing up with it. As educators it’s our job to teach them how to navigate it.”
The students are also learning problem solving and teamwork as they figure out how the applications work.
Part of the learning process is the teachers learning about the technology alongside the students.
”As teachers got their hands on it and saw the speed and ease of use, they got excited,” said Robert Missonis, head of middle school, who has been helping to implement the program. “I want students to ask me questions I don’t know the answers to se we can learn together.”
The iPads are especially useful in the world languages department.
”In the Spanish language classroom it is critical that students be exposed to the speakers of Spanish throughout the world. Each student using the iPad can be connected to a different country or, depending on the task, on the same site as everyone else,” said Nancy Calvo Solomon, upper school Spanish teacher. “Each Spanish speaking country has its own unique profile, pronunciation and vocabulary. By using the iPad to connect to links in all countries we have the extensive global exposure and the resources we are looking for.”
The iPads were chosen over other tablet-style computers because of their portability, battery life and durability, said Mr. Missonis. The immediate access to the Internet and the applications help support the curriculum.
There is also a sustainability factor to using the iPads on a one-to-one basis, said Mr. Missonis. The iPads allow for file sharing, where work is stored digitally, eliminating paper and the use of ink for the students’ work.
Mr. Richardson has been looking at how the iPad can be used as a note-taking tool with apps that allow students to record their class notes electronically.
”Having their work saved on the iPad will mean students can share their ideas more readily. Students could send me their assignments electronically, which I could then grade and return to them with suggested improvements,” he said. “Teachers could assign homework electronically, which would make the assignments more accessible for the students. All work recorded would be time stamped by the note taking app and can be electronically filed by subject.”
Apps, plus electronic textbooks could help lessen the students’ weight load by reducing the number of books, note books and binders they carry on a daily basis.
”Having an electronic text book has many advantages, such as allowing students to annotate their class texts and sharing their annotations with others,” said Mr. Richardson.
Recently, at a lesson on cells, girls made models of specialized cells using different foods and used the iPads to share their findings with each other.
”I had the girls use an app called ‘Audio memos’ to verbally record their explanation as to how the cell operates and is adapted to its function,” said Mr. Richardson. “The students then uploaded their audio recordings onto the class wiki website and were then able to evaluate each other’s work.”
He hopes there will eventually be scientific data collection apps so the students can take the iPads into the field for experiments.
”As teachers it is crucial we take advantage of the new technologies available as long as it is used to enhance the learning experiences for the students,” said Mr. Richardson. “Infusing technologies into lessons is a challenge, but an exciting one.”
As for the device being distracting, administrators aren’t too worried, saying if the children are engaged in the lessons, they will not be distracted by the technology.
”Kids can get distracted by doodling or daydreaming, but if they are engaged they will not be distracted,” said Mr. Missonis. “We don’t take away pencils to prevent doodling.”
”Because my classes are small and conducted exclusively in Spanish the students stay focused when using iPads and they appear to enjoy discovering and learning from the sources available to them through this technology,” said Ms. Solomon.””
An honor system is in place to prevent cheating.
”We trust our girls and it’s coming up with learning experiences that they don’t want to cheat,” said Mr. Missonis.
Learning is shifting from memorization to more project-based learning where assignments have more critical thinking and research than remembering data.
”Students doing research-based projects of course have no choice but to use the iPad,” she said, “However, using iPads or iPad apps for virtual museums tours, touring of cities and countries, listening to current news reports and reading newspapers are some of our most productive and beneficial uses.”
Students are also helping select apps that others use in the classroom.

