1. ACEC2012
Perth, Western Australia
Making learning accessible:
The iPad and supporting students who struggle
with literacy

2. Greg O’Connor
Professional and Consultancy
Services Manager (Teacher)

3. facebook.com/Spectronics
twitter.com/Spectronics
/
twitter.com/gregoconnor

4. spectronics.com.au/online

5. /

7. 19.6%

9. Horizon Report
Time-to-Adoption Horizon: One Year
or Less
Mobiles and Apps
Tablet Computing
Time-to-Adoption Horizon: Two to Three Years
Game-Based Learning
Personal Learning Environments
Time-to-Adoption Horizon: Four to Five Years
Augmented Reality
Natural User Interfaces

11. ...inhabiting a world with
tools so well fitted to us
that when they are with us
they become transparent...
Marc Prensky 2012 Brain Gain: Technology and the Quest for Digital Wisdom

12. How is transparency built
into the iPad to support
literacy?

14. How do we determine which
app are appropriate for our
struggling students?

16. Planet of the apps
Lord of the apps

17. Planet of the apps
Lord of the apps

18. Planet of the apps
Lord of the apps

20. It Can’t Teach

21. Student
Environ
Tools S.E.T.T. ment
Joy Zabala
Task
spectronics.com.au/blog/tools-and-resources/sett

24. spectronics.com.au/blog
spectronics.com.au/online

25. How do we ensure our
classrooms are transparent
& not one size fits all ?

27. Universal Design for Learning
Multiple Means of
Representation
Action and Expression
Engagement

28. Universal Design for Learning
Multiple Means of
Representation
Student - How we gather
facts and categorize what
we see, hear, and read.
Teacher - Present
information and content in
different ways

29. Read, hear and see

30. Universal Design for Learning
Multiple Means of
Action and Expression
Student - Planning and
performing tasks. How we
organize and express our
ideas.
Teacher - Differentiate the
ways that students can
express what they know

31. Act and express

32. Universal Design for Learning
Multiple Means of
Engagement
Student - How we get
engaged and stay
motivated. How we are
challenged, excited, or
interested.
Teacher - Stimulate interest
and motivation for learning

33. Engage

34. SAMR Model
4-level approach to selecting, using, and
evaluating technology in education
(Ruben Puentedura)

35. Technology allows for the creation of new
Redefinition
tasks, previously inconceivable
Technology allows for significant task
Modification
redesign
Technology acts as direct tool substitute,
Augmentation
with functional improvement
Substitution Technology acts as direct tool substitute,
with no functional improvement

36. Technology allows for the creation of new
Redefinition
tasks, previously inconceivable
Technology allows for significant task
Modification
redesign
Technology acts as direct tool substitute,
Augmentation
with functional improvement
Substitution Technology acts as direct tool substitute,
with no functional improvement

37. Technology allows for the creation of new
Redefinition
tasks, previously inconceivable
Technology allows for significant task
Modification
redesign
Technology acts as direct tool substitute,
Augmentation
with functional improvement
Substitution Technology acts as direct tool substitute,
with no functional improvement

38. Technology allows for the creation of new
Redefinition
tasks, previously inconceivable
Technology allows for significant task
Modification
redesign
Technology acts as direct tool substitute,
Augmentation
with functional improvement
Substitution Technology acts as direct tool substitute,
with no functional improvement

39. diversity as a possibility

40. Thanks

41. www.spectronics.com.au/blog
twitter.com/gregoconnor
delicious.com/ocgreg
Email: grego@spectronics.com.au