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Scott Vonder Bruegge

CBAM
Teaching with iPads
At our school we have implemented a 1:1 iPad initiative that is being rolled out
initially with our 7th -9th grade students. We are currently in year 2, meaning that all
of our middle school students currently have iPads and all of their teachers do as
well. The teachers in the middle school received training on implementing this
innovation when the program first began. Now we are introducing the initiative to the
upper school teachers, specifically those who teach freshmen in any capacity. These
teachers are now entering the training phase in order to be able to effectively use
this innovative tool to deliver their curriculum.
As the member of our staff directly tasked with bringing this innovation into the
upper school portion of our organization I am using this process to better inform me
and the members of my implementation team with the goal being to use that
information to ensure the success of this program at the 9th grade level. Our 9th grade
teachers have been issued iPads with no more guidance than being told to get
familiar with the tool and experiment with ways in which it might be used in the
classroom. The results of this Innovation Configuration will be the first step in
determining the extent to which this innovation is being implemented as intended as
well as guide the professional development portion of this initiative.

The Innovation Configuration Checklist


STEP 1. Review of materials accessed by our teachers:
A) "Must Have Apps" For Every Teacher
Google Drive (All your wcastl.org google files accessible from your
iPad)
Student Google Apps accounts also allow teachers to
use Google Calendar as an assignment notebook.
Google Drive also makes it easy to share any Google Doc
with a student or group of students.
Student Google Apps accounts also allow students a way
to turn assignments in electronically.
Notability (Note taking on steroids...works better with a stylus though)
Dropbox (store files in the "cloud" and have them accessible on both
your laptop and iPad)
Zite (Use this app to develop your own professional learning library)
HootSuite (For those using Twitter, this app is a great interface for the
iPad)
Evernote (When you find things you want to save on the internet, this
is one of the best ways to keep track of it. It's pretty much a standard
piece of many professionals', not just teachers', arsenal of tech tools.)

Socrative (This is quick polling and quick data gathering at its finest)
Make sure to download the student and teacher version so you know
what both look like.
Youtube (does this really require any explanation?)
B) Scope of Innovation
The initial objective of the team is to ensure the members of the 9th
grade neighborhood are prepared to effectively implement iPads as
instructional tools in their classrooms beginning with the 2015-2016
school year (year 3 of the 1:1 iPad initiative). Training has already
begun and these teachers already have iPads in hand. Members of the
team who teach in the Middle School will provide specific direction as
to what the 9th grade students will expect from their teachers.
Members of the team who teach in the Upper School will provide the
remaining training for the 9th grade teachers via neighborhood
meeting time and release time in the spring of 2015.
The overarching objective of the team will be to identify effective
innovative instructional strategies in-house from members of the WCA
faculty and via any other means and then providing a vehicle for
communicating those ideas to our teachers. It is understood that
innovative instructional strategies include, but are not limited, to the
integration of technology.
C) Website
Westminster has been researching laptops for students since 2010
when it was evident that mobile technology was changing the social,
economic, and educational landscape globally. As the iPad 1 was
introduced, it was clear that education was on the verge of something
uniquely compelling and different from the desktop and laptop
computers. The improvements to the product and the global adoption
of the tool make its integration into the educational life of students an
obvious step for schools to take.
Some key reasons that Westminster has chosen the iPad to be the
device used in school are:
The long battery life means that students can make it through an
entire school day without recharging.
It allows for easy face-to-face interaction, avoiding the barrier
between students and teachers that occurs with a traditional laptop
lid.
Drawing on the iPads screen is useful in a variety of disciplines.
Handwriting on the iPads screen is useful for quick note-taking in
all classes.
Pen-based annotation of documents and books is quick and easy.
Reading textbooks and other long-form materials on the iPad is
more comfortable than on a traditional laptop screen.
The iPads small size allows it to fit conveniently in student lockers
and backpacks.

The broad developer base provides numerous discipline-specific


apps.
The iPads instant on/off capability preserves class-time for
meaningful learning activities.
The built-in camera takes quality pictures and movies and is easy
to use for in-class activities. With one or two simple taps, the
images taken by the camera can be accessed and integrated into a
seemingly endless array of iPad apps.
There are fewer pieces and components on the iPad than on a
traditional laptop, reducing maintenance.

As students become familiar with the iPad through the course of the
school year, they will learn a wide range of skills.
It is our goal for each student to have a strong working knowledge of
the functionality and capability of his/her digital device. Although this
is not an exhaustive list, we have outlined some baseline skills for both
device usage and a few key productivity apps that will be utilized
across the curriculum.

Device Usage
File Management
Find, open, save, and close local files located on the tablet
Find, move, copy, open, and save files stored in the cloud
Create new folders, and navigate through nested folders
Follow standard filename conventions
Change existing file and folder names
Network Skills
Identify key features and practices of email etiquette
Locate and select network printers
Change printer settings (e.g. duplex, portrait vs. landscape printing)
View classes and assignments via Veracross
Download attachments and post to forums
Use myWestminster to view announcements, school schedules,
and access classes
Learn how to access information through student portal on school
website
Learn how to change passwords
Productivity Skills
Pages
Bold, italicize, and underline text
Change font style and size
Change the alignment of text
Change the default document template
Adjust page borders
Insert page numbers
Insert footnotes
Insert and format a table
Insert and format an image
Create columns
Numbers
Insert and format text

Sort by columns
Graphing
Keynote
Select a predefined theme and apply it to all slides
Insert and format text
Insert and format an image
Insert and format a table
Change font style and size
Bold, italicize, and underline text
Record voice-over narration
Insert a hyperlink
Insert a video clip
Build elements onto a slide
Transition between slides
Insert and format shapes
Google Apps
Send and receive email through the iPad Mail app and through
the website link
Setup iCal to access their Google Calendar
Add and edit events in iCal/ Google Calendar
View Google Docs
iMovie
Film video
Insert video clips and still images into a movie
Insert text
Apply transitions between scenes
Record voice-over narration
Insert a song or recording
Export video to Google Apps for Westminsters private YouTube
Note-Taking
Use note-taking apps (e.g., Notability)
Annotate PDFs and other documents
Digital Citizenship
Students should be familiar with the attitudes and behaviors
associated with positive participation in online activities related to:
Intellectual property rights, plagiarism and illegal downloading
of music and video files
Responsible posting of messages and pictures to social
networking sites and email
Understanding and responding to cyber bullying
Balancing appropriate amount of screen time with other activities
Using proper methods for documenting and attributing content
Simply stated, with the iPad, classroom walls are virtually removed.
Both inside and outside of the school building, each student can
seamlessly maintain and extend the learning process. Additionally,
each student will have access to his/her own particular device and be
able to customize it based on his/her own individual educational and
organizational needs and preferences.

D) IC and SoCI
Ultimately, as a result of this CBAM process we will be providing our
teachers with a basic skills and rationale document that will be built
from the IC and SoCI

STEP 2. Observation of the innovation being used onsite


Several teachers were observed using the iPad to deliver their
curriculum. When coupled with the IC checklist these teachers were
able to articulate some struggles.
I thought that I considered myself a fairly tech savvy person
but Im feeling overwhelmed by the amount of learning that I
need to do specifically on the iPad.
In this instance, the innovation spurred on a desire to be more
intentional in understanding the full capabilities of the iPad rather than
use it merely as a way to project YouTube videos.
One of the biggest struggles this year was helping kids keep
track of where to turn things in. Kids got too confused and were
consistently turning things into the wrong place.
In this instance, the teacher became much more active in making the
point about this foundational functionality.

STEP 3-6
This Innovation Configuration Checklist was origninally intended to be given to
our 9th grade level teachers. However, after consulting with our Innovation
Team they felt we should include our 8th grade teachers as well. The initial
content of the checklist was reviewed by members of the innovation team and
they suggested no additional changes (they were originally consulted on the
original development of the checklist and in large part were responsible for its
content to begin with).

Component
What teachers are
expected to be
able to do
(Last year my
teachers)
Converted
documents and
presentation to .pdf
format for my iPad
Distributed work

Innovation Configuration Checklist


Innovation: Teaching with iPads
Optimal
Acceptable

I can do this right


now.
I can do this right

I cant do this right


now but could
figure it out on my
own.
I cant do this right

Unacceptable

I cant do this right


now and need
training in this
area.
I cant do this right

electronically via
email or Showbie

now.

now but could


figure it out on my
own.
I cant do this right
now but could
figure it out on my
own.

now and need


training in this
area.
I cant do this right
now and need
training in this
area.

Collected work
electronically
(potential collection
apps- Showbie,
Google Drive,
Email)
Graded and
returned work
electronically

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.
I cant do this right
now but could
figure it out on my
own.
I cant do this right
now but could
figure it out on my
own.
I cant do this right
now but could
figure it out on my
own.

I cant do this right


now and need
training in this
area.
I cant do this right
now and need
training in this
area.
I cant do this right
now and need
training in this
area.
I cant do this right
now and need
training in this
area.

Provided me with a
digital textbook in
PDF format for
iBooks
Communicated
with me about
school work via
email
Guided me in
creating a virtual
binder in Notability
to organize/store
my work
Guided me in
keeping my
Notability
organized and up
to date
Used their iPad as a
teaching tool with
the Apple TV

I can do this right


now.

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.

I cant do this right


now and need
training in this
area.

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.
I cant do this right
now but could
figure it out on my
own.

I cant do this right


now and need
training in this
area.
I cant do this right
now and need
training in this
area.

Conducted a 3 day
iPad orientation (in
5 of 7 periods each
day) at the
beginning of school
(7th); 2 days (8th)
Used GoogleForms
to administer
quizzes, gather
feedback, check for
understanding and
to issue advisory
forms
Began the year
with a unit on
Digital Citizenship

I can do this right


now.

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.

I cant do this right


now and need
training in this
area.

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.
I cant do this right

I cant do this right


now and need
training in this
area.
I cant do this right

Gathered

I can do this right

I can do this right


now.

I can do this right


now.
I can do this right
now.

classroom
feedback using
polling apps
(PollEverywhere,
Socrative, etc.)
Kept me organized
by directing me to
keep my work in
my planner app
What teachers can
teach students to
do
(Last year my
teachers taught me
how to)
Use online bible
commentaries for
research

now.

now but could


figure it out on my
own.

now and need


training in this
area.

I can do this right


now.

I cant do this right


now but could
figure it out on my
own.

I cant do this right


now and need
training in this
area.

I understand this
and I can teach
students to do this.

I do not understand
this myself.

Use online research


tools through the
library (databases)
and the web
Use easybib to
gather and store
research materials

I understand this
and I can teach
students to do this.

Use quizlet to
create review
materials and
study
Collaborate with
other students
and/or the teacher
using GoogleDocs

I understand this
and I can teach
students to do this.

I understand this
but am not yet able
to teach student to
do this.
I understand this
but am not yet able
to teach student to
do this.
I understand this
but am not yet able
to teach student to
do this.
I understand this
but am not yet able
to teach student to
do this.
I understand this
but am not yet able
to teach student to
do this.

I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.

I do not understand
this myself.

I understand this,

I do not understand

What students are


expected to be
able to do
(Last year my
teachers had me)
Write a family
media agreement
for my iPad
Create an explain
everything of my
math homework so
they understood
my thinking, not
just saw my answer
Create a public

I understand this
and I can teach
students to do this.

I understand this
and I can teach
students to do this.

I understand this
and I will expect
my students to do
this.
I understand this
and I will expect
my students to do
this.
I understand this

I do not understand
this myself.
I do not understand
this myself.
I do not understand
this myself.
I do not understand
this myself.

I do not understand
this myself.

service
announcement to
accompany my
research paper
about a disability.
This involved
AppSmashing
iMovie, Explain
Everything, Strip
Designer, etc.
Create keynotes to
accompany my
classroom
presentations

and I will expect


my students to do
this.

yet not enough to


feel comfortable
expecting it of my
students.

this myself.

I understand this
and I will expect
my students to do
this.

I do not understand
this myself.

Build a childrens
book (using Book
Creator). Ex.
explaining how
Joseph
foreshadowed Jesus
Use my iPad as an
e-Reader that I
annotate

I understand this
and I will expect
my students to do
this.

I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.

I do not understand
this myself.

Use VoiceThread to
participate in an
online discussion
over material I was
reading
Use blogs to have
online discussions
over classroom
material

I understand this
and I will expect
my students to do
this.

Take classroom
notes in Notability

I understand this
and I will expect
my students to do
this.

Record my
classroom
presentation and
then watch it to
evaluate myself to
prepare for my
next presentation
Watch online video
to gather
supplementary
information for our
classroom
discussion

I understand this
and I will expect
my students to do
this.

I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.
I understand this,
yet not enough to
feel comfortable
expecting it of my
students.

I do not understand
this myself.

I understand this
and I will expect
my students to do
this.

I understand this
and I will expect
my students to do
this.

I understand this
and I will expect
my students to do
this.

I do not understand
this myself.

I do not understand
this myself.

I do not understand
this myself.

I do not understand
this myself.

I do not understand
this myself.

Flipped our
classroom to have
us learn parts of
speech at home
and then interact
with them during
the class period

I understand this
and I will expect
my students to do
this.

I understand this,
yet not enough to
feel comfortable
expecting it of my
students.

I do not understand
this myself.

Results of the Innovation Configuration Checklist:


Results at a glance It became clear from the Configuration Checklist that our
9th grade teachers are much more comfortable with their own ability to work
with the iPad but as the skills moved toward those they would have to teach
students or assist students with their confidence dropped considerably. Many
of the components in the first set are components that translate fairly closely
and easily to what teachers are expected to do with their laptops.
The IC Checklist also was helpful in determining which teachers in our building
will require the greatest amount of accommodation and attention when it
comes to training.
The most glaring reason that the implementation would face hurdles dealt
with the complexity of the tool in relation to specific apps. Navigating basic
functionality of the iPad as well as its pairing with AppleTV were shown to be
readily understood by those observed and questioned. However, most of the
app-centric tasks and skills were where teachers felt the least ready to fulfill
satisfactory execution of the innovation.
Trends in the results indicate that basic manipulation of iPads and Apple TVs
is within the skillset of the majority of teachers. The IC checklist reveals what
was suspected in that any sort of implementation that requires knowledge of a
particular app or its use is at risk without a strong degree of intervention in
the form of training and professional development.

Stages of Concern:
Seeing as how the Innovation Configuration Checklist dealt primarily with what
skills are involved the innovation, I wanted to look at the Stages of Concern through
the lens of why we were implementing the innovation. In order to assess the
concerns our teachers have in implementing iPads in our 9th grade, I asked the
teachers two questions:
1. When I think about integrating iPads into my instruction, Im concerned
about
2. When I think about integrating iPads into my instruction, Im excited about
The responses from our freshman level teachers to the above questions seemed to
clump around the same stages of concern. Understanding that the stages of concern
are not purely hierarchical but give a more accurate picture about the types of
concern people have with the innovation is very helpful when categorizing the
thoughts and feelings of faculty members.

While the answers varied to a degree the concerns almost entirely focused around
stage 3. These teachers already have an iPad in their possession and have received
minimal training in its use in the classroom. This obviously means they are beyond
stages 0 and 1 simply because theyve got the tool in their hands. However, each of
the 5 teachers questioned mentioned in some way, shape, or form that their biggest
concern revolved around not knowing whether the effort would be worth it to learn
what to do with an iPad in the classroom.
To a lesser degree individuals could also be categorized as stage 4, yet this is not as
dominant a note. The simple fact that a few of the teachers said they were either not
excited at all or simply voiced concerns only indicated that the levels of concern
would center around those focused on self and what it would take to simply become
proficient in the use of the technology. The impact this initiative would have on
students seems to still lurk in background as the more late adopter and laggard
types focused on how using the iPad will impact them rather than how it will impact
students.
Statements like the following help me realize that there is an underlying fear of not
being able to execute the delivery of a lesson effectively because of a lack of
personal understanding of how to use the iPad. As yet, people are not comfortable
enough with the tool to feel like they can incorporate it smoothly and efficiently. This
fear is real, even though it is primarily focused on self. Some feel comfortable enough
themselves and are starting to wonder just how much it can help students while none
are looking to stretch the use beyond what many would consider basic functionality
to redefine their classroom and their pedagogy.
Over-complicating things for the sake of tech use.
Pacing. There will be varying levels of proficiency in using the ipad (me
included) and I am concerned that the lessons will take longer than in the
past.
My own lack of skills/knowledge of how to use the iPads
I'm also concerned about being able to transition smoothly between teaching
segments, especially between different types of technology.
What these statements do indicate however, is that most folks are not in the laggard
or hostile adoption categories. With change comes anxiety and it shows.

Level of Use:
The level of use ascertained through speaking with one of the teachers at the 8th
grade level who have already implemented this innovation and had it a part of their
curriculum delivery for three months fell in line with what would be expected based
on the Stages of Concern interviews. The first thing to note is that the teachers have
acted in concert pretty well. There have not been any teachers who have been
difficult or have tried to thwart the plans of the implementation team.
Another aspect of the program became clear when the teacher I spoke with relayed
that the single most important factor in successful use for him was the amount of
training and professional development that he received prior and during the
implementation. Students are better organized because of the use of the iPad as a

content management tool. Students are collaborating better because of the sharing
capabilities that the iPad harnesses through the use of Google Docs.
By the midpoint of the first quarter of the fall semester this teacher lined up with the
Decision Point D-1 Level of use. The use of the iPad had become routine rather
quickly and the teacher was enjoying settling in to a level of comfort that was neither
digressing nor progressing. To corroborate this I spoke with another teacher from our
7th grade to get an idea if this was consistent with their experience the year before
and the Level of Use could be categorized as very similar.
The CBAM model has not necessarily been revolutionary in assessing the innovation
we are currently in the process of implementing. What it has done is give me the
vocabulary to defend methodology and the need for professional development. It has
given words and structure to something that prior to this study could best be
categorized as a gut feeling. I am excited to be able to verify a good plan that is in
action already and continue in its implementation.