Running head: ISD PROJECT USE OF IPADS

ISD Project: Use of iPads in Classrooms

Danielle Adams
Harold Hampton
Patrick McDonald
Cindy L. Mossburg
Liberty University
Principles of Design and Management in Distance Education
EDUC 633
Dr. Jennifer Courduff
October 18, 2015

Running head: ISD PROJECT USE OF IPADS

Abstract
The commonality of iPads seen in an educational setting is increasing year after year. Educators
and administrators are recognizing the many benefits that these tools provide to learners of all
ages and skill levels. Although the use of iPads in classrooms is increasing, the preparation and
training for the teachers to use and implement these tools is significantly lacking. This plan
outlines the need for teacher training, the goals and objectives of the plan, an outline of teaching
material along with assessments, as well as other valuable information. The information
presented is supported by current and reliable sources, and has made into a training session that
can be found at http://educ633isd.weebly.com.
Keywords: iPad, educational technology, professional development, education,
technology training, educational tools

Running head: ISD PROJECT USE OF IPADS

Need Identification
The traditional methods of teaching are vastly changing as we enter the 21st century.
Lecturing and seated classes have become somewhat of the past in the education arena. Several
schools and school districts have adopted the new way of teaching and learning. iPads have been
introduced to 21st century teachers to help transform the way we teach and learn. Apple has
invented a tool that is creative tools, interactive textbooks, and a universe of apps and content
help to make endless learning possible. iPads have become so popular in todays society that in
the past year or so there were 4.69 million iPads sold just in three months to local schools to help
make learning more effective (Statistics).
The target audience includes teachers of grades K-12, who are interested in integrating the
iPad into their classroom for daily use. The iPad enables endless opportunities to create handson, customizable learning experiences that will engage students. When being introduced to the
iPad, teachers will need to learn and understand exactly how the Apple tablet operates. Learning
the iPad will help teachers discover their needs and use the iPad to help with classroom
instructional purposes. It is imperative that teachers know what instructional change the iPad
will make within their classroom, and also how it will change the way of teaching and learning.
iPad integration is a supplemental teaching tool that allows teachers to meet the needs of
each students individual learning style. Learning the iPad will help teachers meet the needs of
individual learning, differentiate classroom instruction and content from student to student who
possess diverse learning needs. Implementing the iPad will consist of teachers knowing how to
create lesson plans and understand iPads provision for personal and professional growth.
Teachers who are willing and interested in implementing the iPad need to learn the purpose of
the iPad and how it can be used in the classroom, as it provides innovation as an engaging tool.

Running head: ISD PROJECT USE OF IPADS

Apple has researched and justified through supportive academic test results that iPad integrated
into the classroom has help tremendously. Apples states that Academic performanceas
measured by standardized test scores and other key student outcomesis improving with iPad
use (iPad). A number of K12 schools and districts in the United States are seeing substantial
improvements when comparing:

Current student test scores to prior-year test scores

Student test scores to norms

Student performance on pre- and post-test measures

Incorporating the needs of students through the iPad in the classroom can effectively
bridge the gap for students with different learning styles (Apple). This includes special
education students with learning disabilities as well as students that have missed instruction
through traditional classroom teaching (Apple).
Goal Statement
To best address the needs stated, we will focus on a short primer for educators. Our goal
here will be not to write exact curriculum for each teacher, but to offer a roadmap to better
learning. After reviewing the results of this project, any K-12 educator should have a better idea
of how to use iPads themselves, as well as how to better use them as instructional tools in their
class work. A sign of success will be a teacher who no longer views iPads as burdens or toys, but
as part of their instructional toolbox, and will regard them as a 21st Century version of pencil and
paper. The quantifiable behaviors that will define success are:
1. Using iPads for at least 1 class every day.
1.

Running head: ISD PROJECT USE OF IPADS

2. Using iPads in a variety of ways, including testing, note taking, drawing, and reading.
3. No use of writing utensils or computers other than the iPads during designated classes.
4. Innovating on their own to come up with new and exciting ways to use iPads.
Task Analysis
Figure 1. Flow Chart for the Parts of the iPad Presented to Participants

Context and Learner Analysis

Context Analysis

Running head: ISD PROJECT USE OF IPADS

The average K-12 classroom is the setting for which iPad classroom integration and
instructional lesson modules are being designed. It would be preferred that the classroom has a
Smart board available for use to open up additional learning and interactive opportunities. [A
Smart board] is an electronic whiteboard with a projector used as a touch screen for the user and
the computer to work together while the user is located in front of the board instead of behind a
computer (Leach, 2010). The classroom setting must have a reliable Internet connection that
allows for teachers and students to access the Internet whenever they wish to use the iPads for
emails, research, videos, etc. The context in which the learning will take place can be wherever
the learner has an Internet connection on a computer, personal laptop, or device. Since this is a
web-based module hosted on a website called Weebly, the location in which the learning takes
place is entirely up to the learner. Weebly is a modern, easy-to-use site builder [] with a free
site option and all the tools you need to build and manage an attractive, highly functional website
with web hosting included (Muchmore, p.1, 2014). There may be sections of the module that
require listening, so the learner may want to choose a quiet location or use ear buds to hear
better.
Learner Analysis
The learners who will be using the professional development modules are K-12 teachers of
all ages who will have varying technological knowledge and skill levels. The level of motivation
of the learners may not all be the same. Some learners may have a poor attitude towards the topic
of integrating iPads into classroom lessons, so they may not be as motivated, whereas the
opposite might be seen in those who are excited to try something new. The goal of the
information to be delivered, however, is relevant to all of the learners because each of their
students has been issued an iPad by the school. They must learn the basics of how to integrate

Running head: ISD PROJECT USE OF IPADS

the iPads in order to meet the expectations of school administration. Jahnke and Kumar shared
that a teachers comfort level with the iPad, perceptions of teaching, and pedagogy influence
iPad integration in a classroom (2014, p. 81). There are some teachers who prefer to have an
instructor or trainer deliver the information in person, rather than learning the information solely
online. This is something that will be taken into consideration when creating the learning
module.
The people providing the training are teacher leaders in any given school. They are teachers
whose administration has identified as excelling in technology and enjoy taking a lead in
projects. These teachers are respected amongst their colleagues and have established positive
relationships within the school. This will be helpful when assisting those teachers who may not
be as motivated about the topics being delivered. When asked about the preferred learning
approaches, the answers varied. For those who were hesitant about learning online and preferred
a person in front of them, a simple video of someone speaking may help those particular learners.
Instructional Objectives
Given the goal statement of using iPads in classrooms more regularly, it is important to
establish a baseline knowledge level for each educator. A knowledge check will allow the
teacher to assess their own knowledge and feel empowered to present knowledge to their classes.
In accordance with principles laid out by Mager (1984), we will need clearly defined objectives
to form the basis of the training. With these objectives in place, we will have overt,
demonstrable activities and knowledge on which we can assess the teachers understanding of
the device. To achieve the iPad performance goals for K-12 teachers, we will instruct and assess
in four areas.
1. Physical Elements

Running head: ISD PROJECT USE OF IPADS

2. General Usage
3. Built-in Applications
4. User Accounts Apple Store Applications and iTunes
Physical Elements
1. Performance
Upon completion of training, K-12 teachers will be able to identify and name all physical
elements of the iPad.
2. Conditions
K-12 teachers will need access to an iPad, diagrams and/or websites with descriptions of
user controls.
3. Criterion
K-12 teachers will sort and classify each of the controls and elements of the iPad with
100% accuracy. These teachers will also be able to accurately name each part, exactly as
they are referenced by Apple.
General Usage
1. Performance
Upon completion of training, K-12 teachers will be able to navigate through menus and
settings, and perform basic changes to customize the devices for their particular
environment.
2. Conditions
K-12 teachers will need access to an iPad or a website with an emulator.
3. Criterion
K-12 teachers will demonstrate a knowledge of locations for settings, define the usage of
general settings, and execute those changes in a predictable manner.
Built-in Applications

Running head: ISD PROJECT USE OF IPADS

1. Performance
Upon completion of training, K-12 teachers will be able to classify the uses of each builtin application.
2. Conditions
K-12 teachers will need access to an iPad, using iOS 8.4 or higher.
3. Criterion
K-12 teachers will name the built-in applications for each function assigned, based on a
small sampling of functions.
Apple Store and iTunes
1. Performance
Upon completion of training, K-12 teachers will be able to find and load applications
from the iOS Apple Store. Teachers will also be able to find and load content from
iTunes.
2. Conditions
K-12 teachers will need access to an iPad with wireless Internet connection and an
account with iTunes. Alternatively, the teacher may also use iTunes on a Mac or
Windows laptop or desktop.

3. Criterion
4. Teachers will be asked to set up user accounts, find specific applications, and load them
5. to an iPad. They will also be asked to sort and classify applications into folders to present
a consistent image to students.
Assessments
Figure 5. Chart Aligning the Skill and Objective with the Assessment.

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Objective #1 Assessment: Fill-in-the-blank
Directions: Label the physical elements of the iPad (front and back) and accessories.
Front:

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Back and Accessories:

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Objective #2 Assessment: Multiple Choice

Directions: Choose the best answer for each question.
1) To use Spotlight Search to find apps quickly, you should:
a) Double click the home button
b) Slide your finger down while on the home screen
c) Slide your finger up while on the home screen
d) Pinch the home screen
2) To open Safari links in a new tab, you should:
a) Double click the link
b) Hold your finger down on the link until the context menu pops up and then
choose to open in a new tab
c) Swipe your finger across the link
d) Triple tap the link
3) To reset the iPad, you should:
a) Press and hold the sleep/wake button and home button simultaneously until the
iPad turns off and then on again
b) Press and hold the home button only
c) Press and hold the sleep/wake button only
d) Tell Siri to reset your iPad

4) To delete an item from a list in several Apple based apps, you should:
a) Swipe left with your finger
b) Swipe right with your finger
c) Draw a circle around the item with your finger
d) Triple tap the item
5) To split the keyboard while typing, you should:
a) Turn the iPad sideways
b) Shake the iPad twice
c) Use two fingers to swipe outward in opposite directions
d) Swipe up on the keyboard
6) To take a picture of the entire current screen on the iPad (a.k.a. screen shot), you
should:
a) Quickly press and release the sleep/wake button and home button simultaneously.
b) Find the setting for it in the camera app
c) Open the camera app and tap the center of the screen
d) This is not possible
7) To move an app to a different spot on the home screen, you should:

Running head: ISD PROJECT USE OF IPADS

a) Press and hold the app icon until it starts shaking, then press and drag it to the
desired location
b) Triple tap the app icon
c) Double tap the app icon
d) This is not possible
8) To quickly access functions such as camera, calculator, WiFi, airplane mode, do not
disturb, timer, etc., you should:
a) Pinch the home screen
b) Double click the home button
c) Swipe down from the very top of the screen
d) Swipe up from the very bottom of the screen
9) To zoom in on a saved picture, you should:
a) Tap the picture once
b) Double tap the picture
c) Use two fingers to swipe outward in the desired location to be zoomed in on
d) Both b & c
10) To ask Siri a question, you should:
a) Open the Siri app
b) Open the app store
c) Press and hold the home button until it chimes, then speak
d) Double click the hold button, then speak
Objective #3 Assessment: Multiple Choice
Directions: Choose the best answer for each question.
1) Which app should be used to create an Excel style spreadsheet?
a) Calculator
b) Numbers
c) Safari
d) Mail
2) Which app should be used to store pictures?
a) Photos
b) Camera
c) Time Machine
d) iMovie
3) Which app should be used to create a PowerPoint style presentation?
a) Keynote
b) Photo Booth
c) iMovie
d) Pages
4) Which app should be used to create a Microsoft Word style document?
a) Notes
b) iBooks

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c) Keynote
d) Pages
5) Which app should be used to set or change a password?
a) Phone
b) Clock
c) Settings
d) Calendar

Objective #4 Assessment: Step Sequencing

Directions: Arrange the steps in order from 1-11 that would successfully accomplish the given
task.
Task: Purchase the Socrative Teacher application and then the Class Dojo application.
Organize them into a new folder together on the home screen. Rename the folder Education.
___
Press the home button
___
Tap the search icon.
___
Clear out search bar
___
Open the app store.
___
Type into the search bar Socrative Teacher and select it.
___

Press and hold the Class Dojo icon until it shakes, continue to hold, drag the app icon
directly over the Socrative Teacher app and release.

___
___
___
___
___

Tap Get/Install
Tap the folder name bar and change it to be named Education
Type into the search bar Class Dojo and select it
Enter account information if necessary
Tap Get/Install

Running head: ISD PROJECT USE OF IPADS

Objective #1 Assessment Key

Front:

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Back and Accessories:

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Objective #2 Assessment Key

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1) B
2) B
3) A
4) A
5) C
6) A
7) A
8) D
9) D
10)
Objective #3 Assessment Key
1)
2)
3)
4)
5)
6)

B
B
A
D
C

Objective #4 Assessment Key

__1___
__2___
__3___
__4___
__5___
__6___
__7___
__8___
__9___

Open the application store.

Tap the search icon.
Type into the search bar Socrative Teacher and select it.
Tap Get/Install.
Enter account information if necessary.
Clear out search bar.
Type into the search bar Class Dojo and select it.
Tap Get/Install.
Press the home button.

__10__

Press and hold the Class Dojo icon until it shakes, continue to hold, drag the
application icon directly over the Socrative Teacher app and release.

__11__ Tap the folder name bar and change it to be named Education.
Instructional Strategy
Content Sequence and Clustering

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Content sequencing refers to determining the order in which objectives should be addressed
in a lesson or course (Szapkiw, M. and A., 2010). Clustering refers to determining how
objectives will be presented, individually or in clusters (Szapkiw, M. and A., 2010).
The order that has been chosen for this particular project will begin with the most basic tasks.
The teacher will take the pre-test assessment for the beginning level, Physical Elements, which
will consist of identifying by labeling all the elements, front and back, of the iPad. If the teacher
scores 100% correctly he will move forward to the General Usage pre-test assessment. If the
teacher does not score 100% correctly, he will begin the tutorial covering the Physical Elements,
in which the teacher will learn to identify and name all the physical elements of the iPad upon
conclusion. The physical elements will consist of both the front and back of the iPad. Front iPad
elements will include: Status bar, Face Time HD camera, App icons, Multi-Touch display, and
Home button/Touch ID sensor. Back iPad elements will include: iSight camera, Side Switch,
Volume buttons, Nano-SIM tray (cellular models), Headset jack, Microphones, Speakers, and
Lightning connector. Naming all elements with 100% accuracy is required before the teacher
may continue to the second skill level, General Usage
Whether moving on to General Usage after immediately passing the Physical Elements pretest with 100% accuracy or completing the Physical Elements tutorial first, the second level of
instruction will cover the navigation through menus and settings, and performance of basic
changes to customize the device for the teachers particular environment. The pre-test for the
General Usage section will be a multiple choice assessment affirming the teacher has the ability
to accomplish the aforementioned tasks. The same system will apply. If the student received a
perfect score on the pre-test, they will advance immediately to the Built-in-Applications section.
If not, the need to participate in the Built-in-Applications tutorial will be required. Following

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21

completion of the instruction, the pre-test will be repeated as the post-test to verify
understanding, prior to the student continuing to the fourth and final level, Apple Store
Applications and iTunes. Lastly, the Apple Store Applications and iTunes segment involves the
teacher finding and loading applications from the Apple store in addition to finding and loading
content from iTunes. The assessment (both pre- and post-test) involves step sequencing. The
objective for this final area of study involves arranging the steps in order from 1 to 11 that would
successfully accomplish the given task of downloading the Socrative Teacher application and
then the Class Dojo application. The teacher must then organize them into a new folder
together on the home screen, renaming the folder Education.
Sequencing has been discussed, so now it is time to determine how the objectives will be
presented, individually or in clusters. The sequence enables the objectives to be offered in
clusters. The 4 clusters involved are the elements within the physical iPad, the general usage
elements, built-in applications, and information given to the teacher regarding Apple store
applications and the steps in allowing the teacher to learn to load content from iTunes.
Sequencing and clustering was determined by the fact that all teachers are adults, ages 22 to
62. The material should be easily understood once the teacher has navigated through the road
map of tutorial information. A variety of activities will enhance student (teacher) learning as
they prepare for success. Each activity should take no longer than 10 minutes to complete with
an approximate time of 30 minutes for each skill area, following the initial pre-test assessment
for that particular skill level.
Particular care will be taken and addressed as the project continues to formulate, regarding
Ganges instructional influences of internal processes. Gange identifies events that support the
processes including:

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22

Gaining attention
(Introduction, relevant video clips, graphics, color scheme, opening questions, illustrative
stories, etc.)
Informing the learner of objectives
Stimulating recall of prior learning
(Information building upon the 4 skill levels)
Presenting the stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback about performance correctness
(Through a blogging tab included on the Weebly site used as the primary media source)
Assessing the performance
Enhancing retention and transfer
(Szapkiw, M. and A., 2010)

Student Groupings
The groups will be determined by each students experience and expertise with iPad usage.
Students will be given a pre-assessment to determine grouping. Based on the results of the preassessments students will be placed accordingly.
There will be three levels. The beginning level, intermediate level, and advanced level
group. The beginning level will spend the majority of their time going through each component
of the iPad and learning how and what the iPad is capable of doing.
The intermediate group will spend time learning about the iPad as well, but not spending as
much time as the beginning level group. This intermediate group will focus more on applications
and learning to access iTunes and Apple Store applications to be used with their iPads.
The advanced group will focus on learning new programs that will enhance their teaching
skills within the classroom as well has help the beginning level group learn the iPad functions
and techniques. Each group will have access to identical assessments and learning tools, but will
move forward at different rates depending on their individual past experience and knowledge.
Students may move at their own desired pace. The beginning level group, of course, will move

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23

slower to ensure so they are grasping all techniques and requirements regarding the use of the
iPad properly. All levels will have the opportunity to work in their choice of environment,
including at school or from home, by visiting the Weebly page.
Delivery and Media Selection
Each teacher will need to have access to an iPad, or other Apple device using iOS 8.4 or
higher, that can connect to YouTube, as several media selections during the course will need to
be obtained and watched via YouTube. If a participants school is blocked from YouTube, the
teacher will need to check with their Technology Coordinator (or other educator responsible) to
see if there is an access code for teachers. If there is no access code available, then the
participant will need to complete the course at home, the library, or another alternative, other
than their school facility. The student possesses flexibility in where they work on their course.
In addition, the teacher needs access to diagrams and/or websites with descriptions of user
controls, an iPad or a website with an emulator, an iPad with wireless Internet connection and an
account with iTunes. Alternatively, the teacher may also use iTunes on a Mac or Windows
laptop or desktop.
The primary media selection chosen for instructional use is Weebly. Chris Fanini and Dan
Veltri co-founded Weebly in 2006 while attending Pennsylvania State University. Believe it or
not, Chris and Dan were assigned a project similar, yet obviously more advanced, to our group
project. They were required to create a Web portfolio. The three in the group created software
that made it easy for anyone to build a personal website.
Weebly offers over 100 page design templates and multimedia features such as photo
galleries, slideshows, integrated maps, video and audio. Site members can alter the appearance
of their Weebly-hosted website by dragging and dropping widgets into different places on the

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Running head: ISD PROJECT USE OF IPADS

Web page. Content can be managed through the Weebly website, or with Weeblys iPhone
application, available on the iTunes Apple Store. Members with a Weebly website can
to monetize web pages by using Google AdSense and can track visitor statistics
Weeblys tracking tool or Google Analytics (Building a Website Has Never Been

choose

through
Easier,

n.d., para. 1).

Additional media that will be integrated will include created and embedded audio/visual
recordings that include a variety of the following: iTube video clips, charts, graphs, photographs,
and homemade recordings.
Figure 6. Chart Outlining the Integration of Components, Instructional Strategies and General
Lesson Examples.
Components

Instructional Strategies

General Lesson Examples

Welcome

Text description of the increase

of iPads in the classroom and
the lack of teacher preparation
and training; includes purpose
of site and information
regarding the collaborating

The prevalence of iPads seen

in an educational setting is
increasing year after year.
Educators and
administrators are
recognizing the many
team members
benefits that these tools
provide to learners of all
ages and skill levels.
Although the use of iPads in
classrooms is increasing, the
preparation and training for
the teachers to use and
implement these tools is
significantly lacking. This
site provides the necessary
basic training to equip those
educators.
The information presented
is a collaborative project
created by Danielle Adams,
Harold Hampton, Cindy

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Running head: ISD PROJECT USE OF IPADS

Mossburg, and Patrick

McDonald for graduate
class EDUC 633 at Liberty
University and is supported
by several current and
reliable sources.
Course
Overview

Text description of goal

statement and four parameters
to be assessed

Given the goal statement of

using iPads in classrooms
more regularly, it is
important to establish a
baseline knowledge level for
each educator. A knowledge
check will allow the teacher
to assess their own
knowledge and feel
empowered to present
knowledge to their classes.
In defining the objectives for
instruction of K-12 teachers
is the use of iPads in their
classroom, we need to define
four quantifiable parameters
to be assessed.
1.
2.
3.
4.

Physical
Overview

Text description of objectives;

created instruction for learning
the parts of the iPad; text
assessment

Physical Elements
General Usage
Built-in Applications
iTunes and Apple Store

Objectives:
1. Performance Upon completion of
training, K-12 teachers
will be able to identify and
name all physical
elements of the iPad
2. Conditions K-12 teachers will need
access to an iPad,
diagrams and/or websites
with descriptions of user
controls.
3. Criterion K-12 K-12 teachers will sort
and classify each of the
controls and elements of

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Running head: ISD PROJECT USE OF IPADS

the iPad with 100%

accuracy. These teachers
will also be able to
accurately name each part,
exactly as they are
referenced by Apple.
Instruction:
Create audio/visual for
teaching and self-check of
the basic parts and
accessories of the iPad.

Assessment:
Label the different physical
elements of the iPad (front
and back) and accessories.

General Usage

Text description of objectives;

created video to instruct the
learning of navigating menus and

Objectives:
1. Performance Upon completion of

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Running head: ISD PROJECT USE OF IPADS

settings, and customizing devices;
text assessment

training, K-12 teachers

will be able to navigate
through menus and
settings, and perform
basic changes to
customize the devices for
their particular
environment.
2. Conditions
K-12 teachers will need
access to an iPad or a
website with an emulator.
3. Criterion
K-12 teachers will
demonstrate a knowledge
of locations for settings,
define the usage of
general settings, and
execute those changes in
a predictable manner.
Instruction:
Create audio/visual for
teaching the navigation
process through menus and
settings, and performing
basic changes to customize
the device for the
participants particular
environment.

Assessment:
Multiple choice questions to
answer by choosing the best
response for each question
given.
Built-In-Apps

Text description of objectives;

create video to instruct the
classification and use of each

Objectives:
1. Performance
Upon completion of

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Running head: ISD PROJECT USE OF IPADS

built-in application; text
description of assessment

training, K-12 teachers

will be able to classify the
uses of each built-in
application.
2. Conditions
K-12 teachers will need
access to an iPad, using
iOS 8.4 or higher.
3. Criterion
K-12 teachers will name
the built-in applications
for each function
assigned, based on a
small sampling of
functions.
Instruction:
Create audio/visual for
teaching the classification
and use of each built-in
application.

Assessment:
Multiple choice questions to
answer by choosing the best
response for each question
given.
iTunes &
Apple Store

Text description of objectives;

create video to instruct teachers
how to find and load
applications from iOS Apple
store and iTunes; text
description of assessment

Objectives:
1. Performance
Upon completion of
training, K-12 teachers
will be able to find and
load applications from the
iOS Apple Store.
Teachers will also be able
to find and load content
from iTunes.
2. Conditions
K-12 teachers will need

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29
access to an iPad with
wireless Internet
connection and an
account with iTunes,
alternatively, the teacher
may also use iTunes on a
Mac or Windows laptop
or desktop.
3. Criterion
Teachers will be asked to
set up user accounts, find
specific applications, and
load them to an iPad.
They will also be asked to
sort and classify
applications into folders
to present a consistent
image to students.
Instruction:
Create audio/visual for
teaching the ability to
find and load applications
from the iOS Apple Store
and content from iTunes.

Assessment:
Arrange the steps in order
from 1 to 11 that would
successfully accomplish
the given task.

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Media Selection
Figure 7: Project Alignment Including the Item, Media, and Delivery System
Item

Media

Delivery System

Assessment #1

Microsoft Word

Microsoft Word document hosted

on Weebly website

Assessment #2

Microsoft Word

Microsoft Word document hosted

on Weebly website

Assessment #3

Microsoft Word

Microsoft Word document hosted

on Weebly website

Assessment #4

Microsoft Word

Microsoft Word document hosted

on Weebly website

Content Delivery #1
(Physical Elements)

YouTube video

YouTube video hosted on

Weebly website

Content Delivery #2
(General Usage)

YouTube video

YouTube video hosted on

Weebly website

Content Delivery #3
(Built-In Apps)

YouTube video

YouTube video hosted on

Weebly website

Content Delivery #4
(User Account)

YouTube video

YouTube video hosted on

Weebly website

Regarding media for all content delivery sections

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)?
The learner must have Adobe Flash Player to access the YouTube video (YouTube, 2015).
What are the computer capability requirements that learners need to use the media?

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The learners must have Adobe Flash Player, Google Chrome, Firefox, Internet Explorer,
or Safari, as well as an Internet connection with 500+ Kbps (YouTube, 2015).

What are the bandwidth requirements that learners need to use the media?
The learner must have an Internet connection with 500+ Kbps (YouTube, 2015).
Who will create the media? What skills are needed?
1. Cindy Mossburg will create the media, which consists of a video demonstration of the
front and back parts of the iPad and accessories. She will embed the video to the
Weebly site. This will involve the use of YouTubes search feature, videography skills
and basic iPad usage, as well as Weeblys site navigation and embedding tools.
2. Patrick McDonald will create the media, which will consist of a video demonstration.
In the video, a student demonstrates how the iPad can be used for learning Language
Arts and Math. To create this video, videography skills and basic iPad usage are
required. In addition, YouTubes video upload tools and Weeblys site navigation and
embedding tools will be required to upload and publish the video. The finished
product will be published to https://youtu.be/alDiLdP7hro.
3. Harold Hampton will create the media, which will consist of a video slideshow of
built-in apps for the iPad, with narration. He will then upload the video to YouTube,
which will then allow embedding the video onto a Weebly site for learner access. This
will involve navigating Apples website, recording audio/video using Screencast-OMatic, as well as using YouTubes video upload tools and Weeblys site navigation
and embedding tools.
4. Danielle Adams will be creating the media, which will consist of a video recording of
herself navigating an iPad, instructing the learner on several skills. She will then
upload the video to YouTube, which will then allow embedding the video onto a
Weebly site for learner access. This will involve navigating the iPad, using her iPhone
to record the screen, as well as using YouTubes video upload tools and Weeblys site

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navigation and embedding tools. The finished product will be published to

https://youtu.be/VrGOobunlmA.
What skills will the users (instructor and students) need? How will skills be developed?
The user will need to know how to access the Internet and play a YouTube video. They
will not need to navigate through YouTube since the instructional video will be embedded
on the Weebly website. The learner must simply press play.

References
Apple iPad global sales 2010-2015, by quarter | Statistic. (n.d.). Retrieved October 14, 2015,
from http://www.statista.com/statistics/269915/global-apple-ipad-sales-since-q32010/Building a website has never been easier. (n.d.).
Weebly. (n.d.). Features. Retrieved September 24, 2015 from www.weebly.com/features
ipad in Education Results. (n.d.). Retrieved October 13, 2015,
from https://www.apple.com/education/docs/iPad_in_Education_Results.pdf
Jahnke, I., & Kumar, S. (2014). Digital didactical designs: Teachers integration of iPads for
learning-centered processes. Journal of Digital Learning in Teacher Education, 81-88.
Retrieved October 7, 2015.

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Leach, Chris. (2010). The use of smartboards and bespoke software to develop and deliver an
inclusive, individual and interactive learning curriculum for students with ASD. Journal
of Assistive Technologies, 4(1), 54-57.
Mager, R. (1975). Preparing instructional objectives. Belmont, CA: Fearon-Pitman Publishers.
Muchmore, M. (2014). Weebly web hosting. PCmag.Com, Retrieved from
http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/161468247
0?accountid=12085