Thursday 22 January 2015

The tablet goes to school

One of the most controversial topics in education today is whether ipads and tablets should be allowed to use in classrooms. Speaking from my own experience at using ipads to help deliver a lesson, I feel that they are a fantastic tool to be using and classrooms should definitely invest in training staff to use tablets and ipads.



Pros
  • You can only carry a limited number of books to schools, tablets and ipads can hold thousands of online books and resources.
  • Looking back at my experience of working in a Reception class, an ipad was used to help teach children to write letters. It can be used to save paper, as in the past when I was in school, I was taught to write the letters by a teacher using a yellow highlighter pen to write the letter and then I was to write over it. Now this can be easily carried out in fun and creative way, encouraging children to write. Children can learn letters in their own time as well as with the support of the teacher.
  • Children can play educational games to enhance their learning.
  • Teachers can store resources, books and materials on the tablet/ipad and this can save physical storage space.
  • By using ipads/tablets in schools, they are preparing students for the world of work. This is because majority of work now is technology based; currently technology is the way forward.
Cons
  • Training staff to be able to use tablets/ipads effectively can be time consuming and very expensive.
  • Ipads/tablets are expensive to buy and replace.
  • Using ipads/tablets in the classroom can be distracting and there needs to be a balance.
  • If there are only limited numbers of ipads/tablets in the classroom there can be conflict and arguments as to who uses them.
So these are some of the pros and cons which I could think of. I feel there should be a balance in traditional teaching methods and new teaching methods. Technology cannot be ignored and it is important to introduce them to the new generation, as it is the way forward.

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