Editorial Note - Sharjah Women's College - Higher Colleges of ...

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Section One: Redefining Learning with iPadsIn the opening article, iPads as Cognitive Toolboxes in Higher Education, Dr CathyCavanaugh and Dr Jace Hargis discuss the current opearation of the iPad programme at theHigher Colleges of Technology in the UAE and the resultant learning ecosystem. In thisecosystem, the learner and instructor are central and success is built on effective use of thetechnology (iPads) as a customized cognitive toolbox. They explain in detail how sixcomponents of cognitive tools are aligned with the iPad programme.In his article, Up To The Task: Task Based Learning with iPads, Jesse Balanyk discusses theimplementation of iPads within a task-based learning framework in a preparatory Englishlanguage programme at the United Arab Emirates University. He explains how iPad-basedactivities, when grounded on sound pedagogical principles, and employing the uniquecapacities of the iPad, increase engagement and motivation among lower-level languagestudents. To demonstrate this, the article describes in detail an iPad-based lesson. This lessonin then analysed to show how it fits within the SAMR framework.In Blending Health and Physical Education with Technology, Susan Carter describes howthe Health and Physical Education (HAPE) faculty of the Dubai Higher Colleges ofTechnology have redefined health and physical education learning through the introductionof the iShape programme, a blend of innovative technologies such as iPads, iBooks, fitnessapplications, blood pressure monitors, weighing scales and advanced pedometers (FitBit).The theory behind the programme, the Fogg Behavior Model, is also discussed in detail.Richard Taylor, in Designing an iBook for IELTS Writing Practice, outlines the reasonswhy a significant number of students fail to achieve the required IELTS band. He describeshow an iPad resource has been used in the foundations’ programme at Sharjah Men’sCollege, HCT, with the aim of decreasing the failure rate. This resource has been specificallydesigned to help students practice report writing, a key skill needed for the IELTS writingexam. In the article, the aims of the resource, the activities included, the workflow and how itcan be used in class are described.In Students Constructing iBooks for Students: Student-centered Materials Development, AliFarhat and Dr John Raven describe a project incorporating social constructivist bestpractices whereby senior student build iBooks for foundations level classes at the SharjahHigher Colleges of Technology. The article shows examples of these iBooks, provides
feedback from both the student iBook constuctors and the recipients and discusses theimplications for further development of iBooks.In their article, Substitution to Redefinition: The Challenges of Using Technology, GeraldineChell and Sean Dowling describe how the iPad initiative at Federal Institutions in the UAEhas been introduced to give students more opportunities to develop 21 st century skills anddigital media literacy. They discuss in detail how iPad apps have been used as part of thisinitiative and how they fit into the Puntedura’s SAMR model, and offer some furthersuggestions as to how the best make the iPad a tool for learning transformation.Helen Donaghue, Margot Lange and Rachel Scott, in Reflecting on Mobile Learning: ACommunity of Practice Approach, describe a community of practice (CoP) at Sharjah Men’sCollege, HCT, that was used to support foundations-level teachers quickly become efficientiPads users. The CoP encouraged teacher learning and the participants met regularly to reflecton, share experiences of, and share best practice in the pedagogical use of iPads. The articlealso reports on data results from recording of meetings with CoP participants.In the final article of the section, Use of Technology in the Mathematics Classroom: the WayForward, Dr Mohammed Goma Tanko looks at research carried out in the Foundationsprogramme at Abu Dhabi Women’s College, HCT, in which students appeared moremotivated to use mathematics when the doing projects relevant to their everyday lives. Hethen applies the implications of this research to his current work environment, Fujairah Men’sCollege, HCT, and suggests ways in which student motivation levels can be further increasedby the use of iPads in mathematics projects.Section Two: Redefining Learning by Engaging LearnersIn iTunes, YouTube and Me: Augmenting your Classroom, Dr Paul Beaudoin discusses thearrival of the “digital native” in our classrooms and the need for educators trained in usingdigital and web-based tools. The article also outlines several practical strategies developed inPaul’s online classes that educators can use to expand and enhance any 21 st centuryclassroom.In her article, Learning with Digital Narratives and Social Media Tools, Baa’ra Yousefdescribes an action research initiative, “Discussed Digital Narratives”, done at Dubai Men’sCampus, HCT. Key educational trends, mainly dealing with equipping students with skills
Page 1: Editorial NoteBy Sean Dowling, Educ
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Editorial Note - Sharjah Women's College - Higher Colleges of ...

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