Washington Signature
[ Search and Navigation ]   [ View Full Site ]

Office of Information Technologies

iPad Pedagogies Panel Discussion

  • News Image
November 07, 2012
Teaching and Learning in the Digital Age Series – A Panel Discussion: iPad Pedagogies and Lessons Learned

Tuesday, November 13

4:00 p.m.

The Beck Multimedia and Technology Learning Center in Miller Library


Co-sponsored by Educational Technology and Emily Chamlee-Wright, Provost and Dean of the College


Join us for one-hour of discussion, cookies and hot cider as five faculty members share their experiences using iPads in their course. The panel will discuss their successes and the challenges they encountered by leveraging the iPad to further enrich their students’ learning experiences. Of course audience participation is strongly encouraged and welcomed.


The Panel

  • Aaron Amick – CHE 201 Organic Chemistry
  • Dale Daigle – Acting 2: Performing Shakespeare
  • Kate Moncrief – ENG 410 Shakespeare Now: Shakespeare and Contemporary Criticism
  • Shawn Stein – HPS 301 Advanced Spanish Proficiency I
  • Susan Vowels – BUS 304 Management Information Systems and GRW 101 40 Social Responsibility: A Global Perspect

Nancy Cross (Moderator), Director of Educational Technology 

Please attend this event and encourage the faculty in your department to attend the first event in the “Teaching and Learning in the Digital Age Series.”


Description of how each faculty is using iPads in their class


Aaron Amick – CHE 201 Organic Chemistry

Organic chemistry is a discipline that is heavy in drawing chemical structures and was once thought to be a discipline that would never be able to go paperless. With the advent of the iPad this has been proven to be a fallacy. I currently have my students using iPads to take notes in lecture and using it as a laboratory notebook in the laboratory portion of the class. This laboratory section of students has become almost entirely paperless. This study is a model of how the iPad can be used effectively in a Chemistry classroom.


Dale Daigle – Acting 2: Performing Shakespeare

The course is Acting 2: Performing Shakespeare. The Ipads have been used to video the scenes that the students are working on so that in addition to notes and comments in class, they can view their work outside of class and make the (hopefully) appropriate adjustments. The video is a really useful additional source of feedback that was not possible in the past. Another benefit has been that all the students have been able to download the complete works of Shakespeare on the iPad (for free). This gives all students immediate access to the text of all the scenes that are being worked on and allows for a more in depth analysis of the text when commenting on each other’s scenes.


Kate Moncrief – ENG 410 Shakespeare Now: Shakespeare and Contemporary Criticism

The course is both an advanced Shakespeare course and a research methods course. Students are writing seminar-length papers and are using the iPads to read Shakespeare’s plays, to read criticism that I’ve posted on library reserve, and to conduct their own research. Students are using their iPads in class for reading, and to supplement discussion, and for note-taking. Additionally, I use the iPad in class to show short video clips from Shakespeare performances.

We are also doing an iPad pilot with all the members of the English department faculty.


Shawn Stein – HPS 301 Advanced Spanish Proficiency I

This course focuses on reading and writing. I have been using the iPad to display daily readings and to model writing in class. My students have primarily been using the iPads to write daily reaction essays, their weekly blogs, and email correspondence with a WC student who is studying in Lima this semester.


Susan Vowels – BUS 304 Management Information Systems and GRW 101 40 (Social Responsibility: A Global Perspective)

I’m using iPads in two classes. In both classes, the iPads allow my students the spontaneity of discovery in the classroom. During class discussions and small group discussions, students are able to dig into questions when they occur rather than risking postponing, and possibly abandoning, the research until class is over.  They also use the iPads to access materials I make available on Blackboard, both in class and outside of class, and to access their peers’ work posted on Blackboard in discussion forums. My project groups will be able to use them to take photos destined for a poster session. I’ve used iPads previously in both Management Information Systems and the GRW I taught last year. Last year, I used the iPads to deliver brief, timed in-class quizzes on readings. This was very effective, but requires time to set the quizzes up in Blackboard, time that I have not been able to find this semester.  I’m hoping that our new course delivery system will allow me to more quickly devise quizzes - I can envision using the iPads as a “clicker” substitute, enabling me to take on-the-fly polls.  Finally, I’m finding that students extend the uses themselves, finding new ways to complete assignments in my class and using the iPads for assignments in other classes.


Last modified on Nov. 8th, 2012 at 3:27pm by Adrian Peterson.