As part of the initiative to improve the usage of iPads in the classroom, this Professional Learning (PL) plan will guide teachers through the process of utilizing iPads effectively to enhance their teaching and increase student engagement. Given that our school is an Apple Distinguished School, it is essential to make full use of the technology we have at our disposal. Many teachers express frustration with iPads, feeling they are more of a distraction than a tool for learning. However, with proper training on the different applications available, teachers will realize the potential these devices hold for engaging students and improving classroom learning. This plan will address these concerns and offer meaningful, hands-on training to help teachers become more comfortable and proficient in using iPads to benefit their students.
1. Incorporation of the 5 Key Principles of Effective PD
Ongoing and Significant Duration of Learning:
The professional learning sessions will span several weeks, giving teachers time to explore the various applications and tools available on iPads. This will allow them to experiment with the devices and integrate them into their specific subject areas. These sessions will include follow-up support and check-ins during the implementation phase to ensure sustained learning and growth.
Support During Implementation:
To address the frustration many teachers feel when they attempt to use iPads without full knowledge of their potential, this plan includes ongoing support. Teachers will have access to peer mentors or coaches who will be available during the implementation phase to assist with any challenges they may encounter.
Active Engagement for Teachers:
Unlike traditional professional development, these sessions will focus on active engagement. Teachers will be given the chance to work directly with the apps and devices, exploring them firsthand. Instead of dull, theoretical sessions, they will participate in dynamic, interactive activities where they can see the tools in action and collaborate with peers.
Modeling New Practices:
Facilitators will model how to effectively use iPads in classroom settings. Teachers will be able to observe how various apps can be integrated into daily lessons, providing them with a clear picture of how to use these tools for teaching and student engagement.
Discipline-Specific Learning:
The sessions will be customized to meet the needs of different subject areas. Teachers will be shown how to use iPads and their apps to enhance their teaching in specific content areas, such as math, science, and the humanities, ensuring that the training is both relevant and immediately applicable.
2. Fostering Collaboration
Teachers will have multiple opportunities to collaborate, both during the professional learning sessions and in follow-up group discussions. They will use digital platforms (such as Google Classroom or Teams) to share resources, discuss challenges, and offer advice on incorporating iPads into lessons. Collaboration on lesson planning will also be encouraged, allowing teachers to support each other as they implement what they’ve learned.
3. Audience and Their Needs
Audience: Middle and high school teachers at an Apple Distinguished school.
Need: Many teachers express frustration with the iPads, citing them as a distraction rather than a learning tool. This frustration often stems from a lack of understanding of how to use the iPads effectively in the classroom. The professional learning sessions will provide teachers with practical strategies for using iPads to increase student engagement, enhance learning, and streamline classroom management.
Impact: The goal is to help teachers overcome their resistance to iPads by demonstrating their educational value. As teachers become more proficient with iPads, they will realize their potential for enhancing learning experiences, making lessons more interactive, and ultimately transforming their classrooms into dynamic learning environments.
4. Instructional Design of the PL
The Understanding by Design (UbD) framework will be used to structure the professional learning sessions. This framework will ensure that sessions are focused on desired outcomes specifically, improving teachers’ use of iPads in the classroom and will be designed with backward planning to achieve these goals.
A 3-Column Table will be used for lesson planning, helping to organize the sessions around: (1) specific objectives, (2) instructional activities that actively engage teachers, and (3) methods for assessing learning outcomes.
5. Schedule/Timeline
Week 1-2: Introduction to iPads and app exploration hands-on sessions where teachers experiment with iPad applications and explore their potential in the classroom.
Week 3-4: Discipline-specific applications and content creation teachers will focus on apps that align with their subject area and learn how to integrate them into their lessons.
Week 5: Collaborative lesson planning teachers will work together in groups to design lessons that incorporate iPads and address challenges encountered so far.
Week 6: Implementation phase teachers will begin using the iPads in their classrooms with peer support and coaching.
Week 7-8: Reflection and assessment teachers will review their experiences with using iPads, reflecting on what worked and what could be improved, followed by a discussion on next steps for continued learning.
6. Resources Needed
Hardware: iPads and Apple devices for all participants.
Software/Applications: A curated selection of apps tailored to different content areas, such as educational tools for math, science, and literature.
Facilitators: Experienced iPad users or instructional technology coaches who can model usage and offer guidance.
Support Materials: Guides, video tutorials, and lesson plan templates for iPad integration, along with digital resources for teachers to refer to as they develop their skills.
Collaborative Tools: Google Classroom, Microsoft Teams, or other collaborative platforms for ongoing communication and sharing of resources.
7. Collaboration and Leadership
Who Will Lead What Components:
Lead Facilitators: Instructional Technology Coach or Library Media Specialist will lead the sessions and provide in-classroom support.
Peer Coaches: Teachers who are proficient with iPads will mentor others, providing support during the implementation phase.
Collaborative Groups: Teachers will work in small groups to plan lessons, share ideas, and reflect on the learning process.
8. Conclusion
This professional learning plan is designed to help teachers embrace the full potential of iPads in the classroom. By offering targeted, hands-on training, ongoing support, and opportunities for collaboration, teachers will gain the skills and confidence they need to make iPads a valuable part of their teaching toolkit. The ultimate goal is to transform the classroom into a more engaging, interactive space where technology enhances learning rather than becoming a distraction.