3rd Chapter of SRS-TEFLIN Webinar 2020

E-learning : Barriers, Implementation, and Reccomendation

Implementation of iPad in Teaching English to Young Learners (TEYL) : What do

Teacher’s Perceive?

Writing a Summary

In the presentation, the author’s aim is to tell us as about the implementation of iPad in Teaching
English to Young Learners (TEYL). Using ICT for teaching can provide new opportunities for
students to learn outside of school, and can change teacher’s pedagogical approaches and the
learning experience of students in school (OECD, 2018). Preparing teachers using ICT can help
them to facilitate children’s cognitive , physical and social-emotional development (Kayode &
Olanrake, 2014). Kemdikbud (2019) stated that in the era of the industrial revolution 4.0, the role
of learning technology based in information and communication technology (ICT) will continue
to increase. Ipad is one of ICT that capturing, entertaining and can be educational for young
children (Khoo, et.al., 2013). There are already some research found that iPad has many
advantages for teaching and learning (Cambell, 2016;Hillier,2015;Quniebi,2016). Some iPad
apps for kids learning are : (1) Keynote, an apps to create presentation with fun animation, (2)
Quiver, an apps for 3D coloring, (3) Pages, a powerful word-processor and page-layout
application ; (4) iMovie, and apps to view, edit, and share movies. There are many advantages in
using iPad for TEFL; (1) It’s easy to share materials through airdrop; (2) It’s easy to use for
children ; (3) Make teaching and learning activities more interesting. Ipad is being used in the
classroom by always performing a variety of tasks in the classroom (Karsenti and Flevez, 2013).
iPad can be used in multiple ways as an instructional tool to support the teaching of emergent
literacy in an early childhood (Beschomer & Hutchison, 2013). As more research is released with
regard to student outcomes and iPad use in education, there is a paucity of research in regard to
teacher successes and perceptions of iPads in their classrooms (Frazier and Trekles, 2017).
Therefore, there is a need for further research into how teachers can manage technologies within
the classroom to be sure it’s used appropriately. The teachers reported that the iPads use had a
positive impact on student learning. The teachers’ perspectives were based on improvements
they noted in their students’ quality of work and their time on task (Ferguson and Oigara, 2017).
Research also show that English language learners benefited greatly by using the iPad to look up
words quickly and hear them pronounced correctly (Demski,2011). Teachers said that (1) iPads
would allow them to create a wide range of media, such as video tutorials and lessons that would
be easy for students to navigate , (2) iPads, as compared to notebook computers, are relatively
easy for young learners to use, and (3) iPads would provide them with an additional tool for
designing differentiated activities quickly for various groups of students. Based on a research by
Cambell, a lack of experience and collegial support, as well as insufficient iPad specific training
as barriers to iPad integration. One notable barrier to technology integration is lack of planning
and setting clear goals (Thomas et al., 2012). OECD (2016) declared that teachers need the
training to learn how to use technology to improve teaching methodologies. In all systems
participating in TALIS survey, teachers cited improving their ICT skills as one of the most
important prioritites for their professional development (OECD,2014). In conclusion, iPad has
many advantages and the use of iPad in TEYL is effective. Inspite of the benefits, there is also
the barriers implementing iPad for teachers. The teachers should upgrade their skill toward the
use of iPad in their classroom. For recommendation, there will be a further research which
observed the implementation of iPad in teaching children especially for Indonesian context.
Writing a Synthesis

Mobile devices, like the iPad, have been embraced, adopted, and supported by many educators
who want to provide their students with the 21st Century skills that will be needed in what will
most definitely be a very technical future. The author has informed me the understanding of the
phenomenon in regards to the plethora of implementation models and designs that have begun in
classrooms across this nation and beyond. The individual use of iPads is a way to empower
students to maximize their full potential and to prepare them for their educational and career
future. Teaching and learning through the integration of iPads not only will increase student
engagement and ownership of learning, but allows for effective transformation of curriculum that
can take place anywhere and at anytime. By using technology effectively, we believe it will lead
to increased student engagement and thereby increasing student achievement in all areas. All
students will be immersed in a technology rich environment which motivates, engages, and
challenges students to learn 21st century skills, as it will be an integral part of their future.Some
believe that student engagement with content will improve, which will eventually result in higher
motivation to learn. An overall hope is that implementation of the iPad and some of the many
available academic apps geared toward math and literacy might somehow lead to improved
student performance on standardized tests. But others are skeptical. Some educators are
concerned that “the technology itself can become a distraction from learning”. I argue that
students and teachers alike can become side tracked by the device’s many entertainment features,
which could result in less time spent on educational tasks in the classroom. The iPad’s influence
on student learning is dependent upon the approach teachers used for implementation and the
access model that is adopted by each school. A cart of iPads will have about as much impact on
student achievement as a cart of laptops had on student achievement. Instead of limited, in-class
access to these technologies, they promote ubiquitous models of implementation, through which
each student is provided a personal device that is accessible to him or her around the clock. Gaps
in the literature related to specific iPad implementation models and the device’s use as an
instructional tool, are evident. Sufficient time to consider implementation efforts, product
updates, and higher rates of adoption of the devices by schools, makes the present time optimal
for pursuing research related to this topic. Research is needed to determine how classroom
teachers are using the iPad as an instructional tool, how teachers are attempting to make
curricular and disciplinary connections, how their pedagogy is or is not changing as a result, and
the types of student interactions that are occurring during iPad-integrated activities.

My recommendation for using iPad while learning :

1. Students are responsible for ensuring that their iPads are charged and ready to go for
school each day. It is recommended to charge the iPad at home each evening.
2. Sound must be muted while in class unless permission is obtained from the teacher. All
content (music, games or programs) on the iPad must be appropriate, used in a
responsible manner and at the discretion of the teacher.
3. All videos, photos, and images that are taken or reside on the iPad must be appropriate
and are subject to inspection by district staff at any time.
4. For students ages 12 and under you may use a “Family” iTunes account for the student to
use. This account could then be supervised by the parent/guardian.
5. All downloaded Apps/music must be appropriate and recommended for educational use
6. Cyber-Bullying will not be tolerated and is strictly forbidden
Technology is woven throughout the fabric of Indonesian culture and our existence within a
global society and economy. The examination of how evolving technologies influence teaching
and student learning is key to our continued competitiveness within a technology connected
world. Educators charged with ensuring that students are adequately prepared academically and
equipped with tools to enable life-long learning and job-readiness will benefit from this research
and its impact in these areas.