Why Use an iPad for Pedagogical Documentation

In Ontario education is evolving its approach to teaching to add a much needed focus upon the Student Voice. As the guiding document for School Boards in Ontario, the Student Effectiveness Framework clearly articulates the need to provide opportunity for co-construction and feedback opportunities. Take a peek at the document and you will find that elements of student engagement and assessment are throughout.

Looking at the push for pedagogical documentation, the Ministry has identified Rinaldi’s description below in their monograph found here.

So – how do we effectively note our students’ learning, reflections and tie that into our work and research? Let’s begin answering that question by looking at the use of the iPad within the context of Dr. Ruben Puentedura’s theory known as the SAMR model. 

So – how can the iPad be used throughout this process?

  1. At the Substitution level, using the NOTES app would be at least an entry into documentation. A good start but really a deep need to move away from that as soon as possible.
  2. At the Augmentation level, you can easily see that carrying the iPad and adding multiple notes, saving them and accessing them with ease clearly shows the beginnings of a strong advantage.
  3. At the Modification level, installing an app such EVERNOTE, the observer can now create documentation that exploits the app’s built in capabilities such as mic recording and video integration.
  4. Finally, at the Redefinition level, one page of hypertext notes can link observer voice, teacher voice and student voice via MP3 recording, video evidence can be embedded on that same page along with hyperlinks to research, data and external resources.

Simply put, in the transformational phase of technology implementation, imagine one page that connects ten different resources that can then be exported or shared with experts from around the globe. In this case, a notepad simply fails.