While K-12 schools around the country search for funding to provide iPads to every student, an education researcher in North Carolina has found that even a single iPad can make a huge difference in the classroom.

The results of her experience with student teachers at Wake Forest University appear in the December/January issue of Learning & Leading With Technology, the magazine of the International Society for Technology in Education.

“Because they’re truly part of the digital generation, our pre-service teachers and the K-12 students they teach have a natural aptitude for tablet devices,” said Kristin Redington Bennett, an Assistant Professor of Education at Wake Forest University in Winston-Salem, N.C.

Though iPads can cost more than $500 with 3G access and a budget for apps, Bennett said, “Don’t discount the device because of its price. We found that just one iPad allowed teachers to design creative lesson plans tailored to individual learners.”

One of her pre-service teachers even used the iPad to solve a problem with a disruptive student who made trouble in the reading center every morning. When the teacher showed the student how to download books on the iPad, he read with focus for 20 minutes each morning – a goal he had not achieved until then.

“Anything new and different is engaging for kids,” said Nancy Davidson, a senior elementary education major at Wake Forest who used an iPad in her student teaching last semester. “Tracking student growth through apps, pictures, and videos became more efficient for me and more interesting for the children. Using the iPad in class started as a luxury, but quickly became a normal part of their learning process.”

Bennett’s pre-service teachers used the iPads in three ways:

*Comparing students’ progress on identical tasks using the iPads, interactive whiteboards, and desktops to see if the less-expensive iPad would work as well.

*In groups of two or three, working out a problem together. This approach required a set of rules (only one set of fingers on the iPad) and specific tasks for each team member. The group would capture an image of their work and store it in the iPad’s photo album for teacher review.

*For the teacher only, taking the place of other digital displays. One teacher took photos around the school and flipped through as she explained geometric shapes occurring in the school and in nature.

“What often happens in schools is that they purchase this new technology and expect teachers to use it with little training in how to design successful instruction with it,” Bennett said. “My goal is to train our elementary education candidates to graduate from our program with the skills and fluency in the use of mobile technology to support teaching and learning. This has allowed many of our graduates to be leaders in their schools even as a first-year teacher.”

Based on her experience, Bennett recommends these top 10 apps for use with elementary-school students:

1. Google Earth: (all ages) Take a virtual field trip to anywhere through this app that uses global satellite and aerial imagery with a swipe of a finger.

2. DoodleBuddy: (all ages) Students and teachers can use this across all content areas as a whiteboard equivalent to paint, draw, sketch, and write.

3. Story Buddy: (K-2nd) This app allows kids to create, read, and share stories that they create with the iPad.

4. Stack the States: (2nd-6th) An animated, game-based way to learn state locations, capitals, shapes, abbreviations, and nicknames.

5. Geocaching: (3rd-6th) In this global treasure hunting game, participants hide and seek containers, called geocaches, outdoors, then share their adventures online.

6. Numberland HD: (PK-1st) Twin heroes teach numbers using the Montessori Method.

7. Corkulous: (2nd – 6th) This app allows students to collect, organize, and share ideas through notes, labels, and photos.

8. iThoughtsHD: (3rd-6th) This mind-mapping tool can be used to sequence ideas, write mind-maps, organize thinking, and assess interrelatedness.

9. Coin Math: (K-3rd) Students learn both sides of a coin, how to add them, and how to pay for something with the correct coins.

10. StarFall ABC’s: (PK-1st) Students learn to recognize letters and develop skills as they begin to learn to read.

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With his near-win in Iowa and his recent rise in the polls, Republican presidential candidate Rick Santorum is facing new scrutiny about his views on intelligent design and evolution. Reporters and others have expressed particular interest in the so-called “Santorum Amendment” authored by Senator Santorum, which was adopted in revised form in the Conference Report of the landmark No Child Left Behind Act.

The Santorum Amendment won overwhelming bipartisan support in the United States Senate. In fact, Sen. Ted Kennedy enthusiastically endorsed the Amendment on the Senate floor. Others voting in favor of the Amendment included Sen. Hillary Clinton, Sen. Joe Biden, Sen. Barbara Boxer, Sen. Harry Reid, Sen. John McCain, and Sen. Sam Brownback.

The Santorum Amendment did not mandate teaching intelligent design, nor did it encourage teaching creationism or religion in the classroom. Instead, it encouraged open discussion and inquiry by teachers and students of the evidence both for and against controversial scientific theories such as Darwin’s theory of evolution.

The approach advocated in the Santorum Amendment is favored by the vast majority of Americans, no matter what their race, gender, or political party. According to a nationwide Zogby poll in 2009, 80 percent of likely voters “agree that teachers and students should have the academic freedom to discuss both the strengths and weaknesses of evolution as a scientific theory.”

“Allowing discussions of all the scientific evidence about evolution in the classroom is good for students and good for science. It’s the mainstream approach supported by most Americans,” says Dr. John West, Associate Director of Discovery Institute’s Center for Science & Culture. “Those who are trying to put a gag order on teachers and students to insulate Darwin’s theory from critical inquiry are the real extremists.”

Image Courtesy of  http://www.flickr.com/photos/gageskidmore/

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A kindergarten class in Zhengzhou, the capital of Henan, uses dolls with lifelike parts – including genitalia with pubic hair – to teach children about sex. An agency, Imagine China, provided photographs of the dolls to the Huffington Post. The photos were taken in April at Yaolan Kindergarten.

The Shanghaiist, reported that a typical conversation in a Yaolan classroom involves a 4 or 5-year-old student asking if babies fell from the sky only to be corrected by another student who explains: “Daddy’s sperm finds mommy’s egg, and then a baby grows inside mommy’s stomach!”

The graphic dolls used to teach kindergarteners about sex have produced debate and concern among parents. “I am worried that it’s not good for the kids to know sexual knowledge so early,” a parent said, according to The Shanghai Daily. Yaolan has “managed to transcend traditionally retrograde attitudes on sex education, having reportedly taught 4 and 5-year-old children sex-ed since 2008,” The Shanghaiist said.

Discussion on whether or not to teach sexual education to children of various ages is taking place in many places in China. According to CNN, a report in a local Beijing newspaper about a new sex education textbook for elementary school students has spurred much debate on this issue online and beyond.

The Beijing Times, a popular local tabloid, said that the textbook titled “The Steps of Growth,” uses images that are too graphic for young children. “Is it for elementary school students? That’s way too early for them…unacceptable!” a person wrote on Sina Weibo, China’s equivalent of Twitter.

According to CNN, authorities in China said the textbook is only an experiment in some schools but claimed that the teachings of the textbook are important.  In a fax statement to CNN, they said, “it’s very important to carry out health education, including sex education, to elementary and middle school students.”

Those in support of teaching sexual education point to China’s abortion rates to prove the need for early education on sex. China has one of the highest abortion rates in the world – a number which is growing. According to a government tally, 9.2 million abortions were performed in 2008, up from 7.6 million in 2007.

But the count only includes hospitals, and state media report the total could be as high as 13 million. The Huffington Post said that many blame the high abortion rate on liberal attitudes toward premarital sex, as well as a lack of sex education.

According to a report by China’s National Working Committee on Children and Women under State Council in 2010, 60% of young Chinese aged 15-24 were open to pre-marriage sex, while 22.4% actually had sexual experience. Among those who got pregnant before marriage, 91% had an abortion, while only 4.4% of unmarried people aged 15-24 had the “correct knowledge” about reproduction.

It also added that only 14.4% of that group understood the risks of HIV, CNN reported. Deciding on the right age to teach children sexual education remains a heated, ongoing debate. “Children still need sex education when they’re little,” opined Li Yinhe, a sociologist who specializes in sexology studies in China.

“They need to know basic knowledge such as gender differences. What matters is that the teachers should also tell children what is right and what is wrong in terms of sex morality, and teach the children to protect themselves from sexual assaults.” China is not the only place where opinion is split on the issue of sexual education.

On August 31, The Vatican referred to New York City’s new sexual education classes as “useless, and even harmful.” The curriculum involves teaching middle school students how to correctly use condoms.

 
Hung Chung Chih / Shutterstock.com

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