1. 1:1
‘s ‘d’s @

2. Why 1:1? Why iPads?

3. Why 1:1? Why iPads?
We want the best learning opportunities for our
students

4. Why 1:1? Why iPads?
We want the best learning opportunities for our
students
Advances in technology have changed the way
people access and process information

5. Why 1:1? Why iPads?
We want the best learning opportunities for our
students
Advances in technology have changed the way
people access and process information
Digital literacy skills are essential for our
children to be successful in the 21st century

6. Why 1:1? Why iPads?
We want the best learning opportunities for our
students
Advances in technology have changed the way
people access and process information
Digital literacy skills are essential for our
children to be successful in the 21st century
This is a part of a long and considered process
designed around ensuring our students have the
best possible education we can give them

7. The news from other schools

8. The news from other schools
• The Department of Education iPad trial returned
enormously positive results, particularly in Primary
Schools

9. The news from other schools
• The Department of Education iPad trial returned
enormously positive results, particularly in Primary
Schools
• Large numbers of Primary and Secondary schools are
adopting 1:1 iPad programs, including many of our local
schools

10. The news from other schools
• The Department of Education iPad trial returned
enormously positive results, particularly in Primary
Schools
• Large numbers of Primary and Secondary schools are
adopting 1:1 iPad programs, including many of our local
schools
• Schools that had existing 1:1 programs with laptops
and netbooks, such as Laurimar, are switching to iPads

11. The news from other schools
• The Department of Education iPad trial returned
enormously positive results, particularly in Primary
Schools
• Large numbers of Primary and Secondary schools are
adopting 1:1 iPad programs, including many of our local
schools
• Schools that had existing 1:1 programs with laptops
and netbooks, such as Laurimar, are switching to iPads
• While many Primary Schools are going 1:1 in Level 4,
some are going 1:1 in grades 3-6 , 1-6, or even Prep-6

12. The state of play at
Kalinda
Gd 4/5 parents
0% 25% 50% 75% 100%
iPads
other iDevice
WiFi at home
based on 65 returned surveys

13. Project RED findings
- a study of 997 U.S. schools
s
tudent outcome
h er impact on s
t/computer ratio has a hig ter ratio studie
d
A 1:1 studen ny other comp
u
and financial benefits than a
Schools with a 1:1 student/computer ratio outperformed non-1:1
schools in academic measures. The lower the student/computer
ratio, the better the student outcomes
‘Well impleme
nted’ 1:1 prog
higher test sc rams led to le
ores in more ss need for d
than 90% of t iscipline and
he schools st
udied.
A student-centric approach enabled by technology allows
students to work at their own pace and teachers to spend
more time with individual students and small groups.

14. Victorian Department of Education and Early Childhood
Development
iPads for Learning In Their Hands Trial
Evaluation Report, I & J Management Services, 2011
“DEECD’s iPad trial has shown that effective use of an iPad
can increase independent and self-initiated learning among
students, and it can increase student motivation and active
engagement in learning. It can build teacher capacity and
improve student learning outcomes...And in doing this the iPad
has shown itself to be a device that can, relative to ‘similar’ technologies
such as netbooks and laptops, add particular value to learning...”
“...the iPad is a powerful tool in the teaching and
learning toolkit that can enhance learning in just
about any learning context.”

15. Victorian Department of Education and Early Childhood
Development
iPads for Learning In Their Hands Trial
Evaluation Report, I & J Management Services, 2011
“There is clear evidence that students in the iPad trials improved
their learning outcomes.
- 83% of teachers in primary schools reported improved literacy
skills and outcomes for their students
- 69% reported improved numeracy skills and outcomes for their
students (to a ‘great’ or ‘large’ extent).”
“The iPad trial has seen evidence of fantastic learning, students
motivated to learn like never before. Students taking control of how
they learn and what they do to show that they have learned. Students
wanting to learn wherever they are – in school and at home – and
involving their family in that learning experience. There are inspiring

16. Vic iPad trial findings:
• Through the use of different apps, students are able to choose the
type of product they construct to demonstrate their understanding.
• There is anywhere, anytime access to current information that contains
text, sound, images and interactivity. Information is represented with rich
multimedia and data visualisation techniques.
• Light and portable, easily carried in the school bag and to and from
class.
• Documents, tasks, and interactive ‘e-books’ can be created and uploaded
to iBooks by the teacher and downloaded onto the iPad by the student
and vice versa.
• The iPad is seen to be an intuitive device and minimal technical
support is required.
• A 10 hour battery life means the iPad can be used throughout the entire
school day.
• The instant startup of the iPad means greater use of class time for
learning.

17. Parents
When asked about the impact of the iPad on learning 90% of parents
said that the iPad had made their child’s learning more fun, more
interesting and more exciting.
90% of Primary students and more than 81%
of parents described iPads as either ‘helpful’
or ‘very helpful’ for student learning
‘My child has access to more information and can create and display her
thinking and creativity in a way that is impossible with the use of traditional
methods.’ (Parent)
‘Immediate interactive engagement and response to the many what ifs and
how tos.’ (Parent)
‘Writing on social media improved her writing.’ (Parent)
‘I think it has helped my child learn because the educational games are fun
and addictive.’ (Parent)

18. Students and Teachers
• 90% of students surveyed said that using the iPad made learning more
fun, and 88% said it made learning more interesting.
• 85% of teachers in primary schools and 90% of teachers from special
schools thought that to a ‘great’ or ‘large’ extent that iPads had increased
student motivation.
• As reported in the final evaluation survey, to a ‘great’ or ‘large’ extent the
use of the iPad in teaching had enabled:
★ 70% of teachers to better present content information in multiple ways
★ 68% of teachers to better cater for students’ personalised learning needs
★ 68% of teachers to better develop high level engagement tasks
★ 66% of teachers to adopt different approaches to classroom organisation.
“Greater engagement and flexibility, some inspiring student outcomes in
terms of work produced, vital skill acquisition for 21st century
learners.” (Teacher)
“Huge successes with individual learning goals, students are engaged and motivated to
learn.” (Teacher)
‘I can make books. I can practise spelling and maths. My spelling is getting
better because I write a lot.’ (Student)

19. “When asked about future iPad use the response
from teachers, students and parents was universally
positive.”
• 92% of teachers thought that the iPad represents value for money as a
learning tool.
• 98% of teachers thought that iPads would be a feature of classrooms of the
future.
• 86% of Primary students would like to keep using the iPad at school next
year.
• 85% of parents would like their child to keep using the iPad at school next
year, including 95% of parents of students in special schools.

20. conclusions...
“Yes – it works
DEECD’s 2011 iPads for Learning – In Their Hands trial placed
around 650 iPads in ten primary, secondary and special schools.
The trial has investigated the capacity of iPads to …
- increase independent and self-initiated learning among students
- increase student motivation and active engagement in learning
- improve teachers’ capacity to plan for and meet individual
student needs
- improve student learning outcomes
- extend students’ learning beyond the classroom
- improve parental engagement in learning and strengthen home-
school links
… and found that effective use of iPads can lead to all of these
outcomes.”

21. Blue Pen Red Pen iPad
“The iPad is a powerful and highly valuable
tool in the toolkit if the teacher allows it:
It was not having an iPad lesson.
It was doing a curriculum-based learning activity using the iPad as a
tool.
It was not saying ‘today we will use the iPads’.
It was saying to students that they could complete their learning
task using the tools they preferred.
It was not going to the computer lab for a class.
It was having information at students’ and teachers’ fingertips
whenever there was learning to be had.
It was deliberate and purposeful and creative and disciplined
teaching, teaching that embraced the possibilities offered by the
iPad and the thousands of apps that might be used to enhance

22. Longfield Accademy
‘The iPad as a Tool for Education”, 1:1 iPad study in Kent, U.K. This study was
undertaken on behalf of Naace (The ICT Association) and supported by 9ine
Consulting Ltd
This study, one of the most extensive yet regarding the use of tablet devices, finds that with the
majority of pupils at the school now having iPads,
“there has been a significant and very positive impact on learning.”
In particular it was found that:
• Students are more motivated when using iPads
• The quality and standard of pupil work and progress is
rising
• Both staff and student feel they can work more effectively with iPads
• Levels of collaborative working have improved
• Appropriate use of Apps aids learning
• All find the iPad easy to use
• Minor technical issues have arisen, often due to user error, but are
readily dealt with
“The outcomes at Longfield clearly demonstrate the value of the iPad as an educational
tool and the role that it can play in learning and teaching.”

23. The Westlake Initiative for Innovation 1:1 iPad project
trial involving 862 Junior and Senior students in Eanes, Texas
St udents
- 90% of students reported some level of greater motivation to learn
- 85% of students felt some level of increased engagement in the learning process.
- 89% reported having the iPad gave them a desire to dig deeper into certain subjects
- 93% replied that having the iPad in the classroom increased the likely hood of submitting
an assignment online rather than paper.
- 89% Agreed or strongly agreed that overall, having the iPad has enhanced their learning experience.
Te achers
- 95% reported a high to extremely significant impact on how the iPad has helped them as a
teacher
- 100% reported that communication has improved between teacher to student because of the
iPad
- 93% reported that it had improved their assessment abilities to some level, with 34% reporting
a significant increase in ease of assessment and data gathering.
- 96% reported that the iPad helped them accomplish what they need to do each day as a
teacher. 30% of that group gave it the highest rating and claimed “I love it and think its the
greatest thing since the chalkboard.”

24. •
More data...
Garcia and Freedman (2011) in a trial of iPads in a US school found “small but
significant” learning gains in classes that had iPads compared to those that didn’t.
They also found that “use of the iPads facilitated and encouraged group
collaboration that itself had a positive impact on achievement”
• Ringwood North Primary School reported significant improvement in their
NAPLAN data for both Numeracy and Literacy between year 3 and 5 for the student
cohort that were part of the ‘iPads for Learning’ trial.
• The ‘Literacy Lab’ for the State Department of Education in Charleston, South
Carolina reported 100% of Grade 1 students reading above grade level standards 2
years in a row in a trial classroom. “Systematic teaching in the Workshop Model and
the ability to differentiate instruction to meet individual student needs on the iPad
is the key. Student-centric technology is the answer to the One-Size Fits All
approach to learning. When 100% of my students are going to First Grade reading
above grade level 2 years in a row, I would say iPads are an essential part of our
learning environment.”
• Beacon Hills College yr 5 - 11 iPad program Middle School’s Head of Learning at
the Berwick Campus, Steve McGinley, described the introduction of iPads as “a
fantastic move”. “What they really do is allow student-directed, personalised
learning. It allows us to break down that mode where all the information is just
coming from the teacher. Students can also build up their electronic resources
depending on their needs.”

25. Looking to the future: M-learning with the iPad.
Computers in New Zealand Schools: Learning, Leading, Technology
Melhuish, K. & Falloon, G. 2010
Mobile devices offer five distinct affordances for education:
1. Portability:
Mobile devices offer portability in such a way as to change the pattern of learning or work activity (Laurillard,
2007; Sharples, 2007; Klopfer, Squire, Holland & Jenkins, 2002);
2. Affordable and ubiquitous access:
Mobile devices put web access and ‘high-spec’ functionality in the hands of more users than any other digital
technology;
3. Situated, ‘just-in-time’ learning opportunities:
There is a social expectation that we can engage and process information whenever and wherever we want, and
the development of cloud-based computing supports the way in which mobile devices can decentralise our
learning experiences (Johnson, Levine, Smith & Stone, 2010; van’t Hooft, 2008). M-learning affords a process of
exploring and collaborating within multiple contexts using interactive tools (Sharples, 2007);
4. Connection and convergence:
M-learning is often concerned with enabling social interactivity and connectivity. Mobile devices connect us to
other people, other devices, other networks, and other technologies (Klopfer, et al., 2002);
5. Individualised and personalised experiences:
Mobile devices offer individuality, a “unique scaffolding that can be customised to the individual’s path of
investigation” (Peters, 2009, p.117). iPads offer an array of applications (‘apps’) that can be easily commissioned
for local use and can be selected to meet the learning topics and themes that an individual requires.

26. The Proposal
• For every Level 4 student to have their own iPad
next year
• The iPad and associated iTunes account to be
managed by families in conjunction with the school’s
policy requirements & ongoing technical assistance
• $50 iTunes card to be subsidized through school
booklist payment. Family iTunes account created
from this card (no credit card needed)
• ANY iPad purchased in ANY way (legally!) accepted.
iPad 2 will be recommended.

27. Private Purchase Lease
iPad 2 WiFi 16Gb: $395
$70 per term for 2 years
full protection cover: $40 (insurance incl. $100 excess)
(purchased through school) full protection cover incl.
iTunes Voucher: $20 aprox.75c A DAY or $5/wk
Total: $455 *Purchasing iPad at the end of the lease will
come at an extra cost
optional:
24 month Apple Care: $99 iTunes Voucher: $20 upfront
(12 mth warranty standard)
Refurbished or 2nd hand iPads could also be an option
for families that might struggle with the cost

28. What everyone gets:
• Dramatically increased access at school
(guaranteed 1:1 access at school if at least
80% participation in the program)
• A cheap lease option: the opportunity to
own an iPad where otherwise it might not
be something that could be afforded

29. We would like to make 3 points as part of establishing
the need for this program
1. The world has changed
2. Education has changed
3. Kalinda’s values haven’t

30. 1. The world has changed

31. The NBC network in America learnt the hard way
during the Olympics that things have changed since 4
years ago...

32. The world is changing....

33. The world is changing.... FAST!

34. Technology is developing
at a rapid rate
average desktop
10 yrs ago iPad
500 Mhz Processing speed 2 x1 Ghz
64 MB RAM 512 MB
10 GB Hard drive 16 - 64 GB

35. One application, many machines

36. 2. Education has changed

37. 2. Education has changed
How people learn is changing....

38. What's different?
We now have an easy connection between an
individual's passion to learn and the resources to learn
it.

39. Anytime. Anywhere...

40. What's different?
We now have an easy connection between an
individual's desire to create something and the tools to
create it
We now have an easy connection between an
individual's passion to communicate and the audience
to communicate to.

41. Our classrooms need to change as well

42. Don’t worry...
we don’t want school to look
like this either!

43. The traditional classroom model is very
linear. We need to move to a place that
better reflects how people seek/learn/create
in the modern world.
Knowledge delivered
from front of the room
Passive learners

44. What do we want school to
look like?
To answer that we first need to consider the following:
What does it mean to be literate today?
What are the essential skills we need to be building
in our students?

45. What are the most important skills our children
must have in the 21st Century?
• The Assessment and Teaching of 21st Century Skills project (ATC21S) is being conducted by the
University of Melbourne and funded by Cisco; Intel; Microsoft; and the founder countries Australia, Finland,
Singapore, and the USA.
•The white papers were commissioned for the project in 2010 and were written by academics world-
renowned in their fields.
“There is a set of skills that people need to function successfully in the
modern workplace and we need to get the education system to look
more closely at them...
“New standards for what students should be able to do must replace the
basic skills and knowledge expectations of the past. To meet this
challenge schools must be transformed in ways that will enable
students to acquire the sophisticated thinking, flexible problem solving,
collaboration and communication skills they will need to be successful
in work and life.”
Defining 21st century skills, Binkley et al 2010 http://atc21s.org/

46. What are the most important skills our children
must have in the 21st Century?
Ways of Thinking
1. Creativity and innovation
2. Critical thinking, problem solving, decision making
3. Learning to learn, Metacognition
Ways of Working
4. Communication
5. Collaboration (teamwork)
Tools for Working
6. Information literacy
7. ICT literacy
Living in the World
8. Citizenship – local and global
9. Life and career
10. Personal & social responsibility – including cultural awareness and competence

47. “sense-making and the ability to assess the credibility of
information are paramount …digital media literacy continues its
rise in importance as a key skill in every discipline and profession”
(The Horizon Report, Johnson et al., 2010, p. 4)

48. The ethical challenge
• How do we ensure our children are safe in
the 21st century?
• How do we ensure that our children don’t
damage their reputation online?
• How do we teach etiquette and healthy use
of technology that is ubiquitous?

49. The ‘Guinea Pig
Generation’
“I don’t think our really
young swimmers understand it’s
kind of a game you play with social
media. As powerful as it is, you need to
know how to handle it.
It would be really good to
have someone guide
them through it.”
Stephanie Rice

50. We need to take charge of the
conversation around technology and
social media use so our children
don’t make the same mistakes that
the current generation are making.
These skills need to be taught, guided
and modeled at school and at home

51. What do we want school to
look like?

52. Remember when....
the only way you
could demonstrate
you knew something
was by answering
questions with pen
and paper?

53. Students creativity and individuality
is valued
students can now
demonstrate their
knowledge in a 100
different ways....

54. imagine
a HD film camera, state of the art editing
suit, and movie theatre that you could
carry around with you...
...at a school that valued your creativity and
encouraged you to use it to help you to learn

55. Remember when....
access to information
was limited?

56. it is now
possible for
every student
to have access
to the world’s
information in
the palms of
their hands...

57. it is now
possible for
every student
to have access
to the world’s
information in
the palms of
their hands... any time they need it

58. Remember when....
knowledge was learnt from
a board on the wall?

59. The tools & resources to learn whatever is
needed or desired in the hands of the students

60. The tools & resources to learn whatever is
needed or desired in the hands of the students
students transported to any street
corner, any where in the
world...within seconds

61. and then witnessing that same place
at any time in its history

62. Students being able to access the
types of resources that will help them
learn in the best possible way
There are 65 000 education apps on app store.
72% are specifically targeted at Primary aged kids
source: TEC centre at Erikson Institute

63. Remember when....
diaries
digital video recorders
calculators atlases
newspapers
thesauruses
MAB blocks video players
dictionaries
music players books
100s or multiplication charts
compasses
cameras audio recorders note pads
were all different things?

64. SCHOOL IS A PLACE
WHERE EVERY STUDENT
CAN HAVE ALL THESE
THINGS
IN ONE DEVICE,
ALL THE TIME

65. LEARNING POSSIBILITIES
LIMITED
ONLY BY OUR COLLECTIVE
IMAGINATIONS

66. 1:1 is about LEARNING
not technology
Personalized
differentiated
access to information, resources, tools
removing limitations that no longer need to exist

67. the best learning begins when
technology gets out of the way
and allows learning to be the focus

68. 1. The world has changed
2. Education has changed
3. Kalinda’s values haven’t
Kalinda has always
been about:
treating each student as an individual
differentiating education
educating and valuing the whole child