As of last spring, Proctor's administration had yet to pull the trigger on implementing an iPad program despite long conversations about the usefulness of the mobile technology. However, after reallocating money in the 2012-13 budget, faculty found out early in the summer that they would be issued iPads for the upcoming school year in anticipation of a full-school adoption of the technology in the fall of 2013.



The administration and department chairs not only recognized the utility of iPads as ebooks and integrated mobile devices, but more importantly understood the transformative nature of the technology in the classroom. Student-centered learning can now be brought to a whole new level. The varied learning styles of Proctor's students can now be better addressed through the multimedia and physical manipulation of information afforded by the iPad.



In order to begin preparing for the shift in teaching methods, dozens of faculty attended conferences throughout the summer to better learn how to use iPads effectively before returning to campus to lead professional development workshops during faculty meetings this fall. Learning this new technology will be an ongoing process throughout the school year as each teacher learns to best utilize the tool in his or her own classroom and redesigns curriculum to best utilize this new educational tool.



As with any new technology, we can become fixated on the 'bells and whistles' associated with the new device, but instead must remain focused on how the iPad can augment student learning. Whether it is through multimedia rich ebooks, use as an improved organizational tool, note-taking device, or online reader with the ability to organize research effectively, the iPad presents learning opportunities that no other tool can provide. We are not the first independent school to implement an iPad program, many have done so successfully over the past two years.

This podcast from Inside HigherEd discusses the impact of an iPad program on both the faculty and students at Seton Hill University, providing interesting insights into the challenges and opportunities of an iPad program they have used over the past two years. We know that the integration of a new technology will be an adjustment for both faculty and students, but we feel confident we will launch a thoughtful, education-centered model that will serve our diverse student body incredibly well.



As this blog post from last year discusses, and the technology department page notes, "iPads, laptops and other technological tools are essential to 21st century learning, however, our ultimate goal is to graduate digitally literate students who are able to comfortably access, vet and ethically employ information to enhance their own learning."

IPads will serve as yet another tool with which we can shape informed, digitally literate graduates, but we must remember that they are a tool and not a 'magic' solution to student learning. Students must still form connections with their teachers and peers, still engage with the material in a meaningful way, and understand how what they are learning applies to their own lives. The iPad will simply help this process become more efficient within the context of Proctor's greater educational system, and we are incredibly excited to be embarking on this journey over the next year!