As mentioned before, ACU had done their research, had involved their faculty committee, had consulted with me and my team and had chosen to proceed with the initiative with or without additional outside assistance. For many weeks I collaborated with ACU to construct their plan to give each teacher and learner ownership of the new tool and validate that ownership with funding for usage research, mobile infrastructure and commitments to incorporate features into every class structure. After two years of working with ACU on infrastructure and how phones would be used by students and faculty, a new tool emerged and we discussed how the iPad could enhance the digital environment we were working to create. The ACU Optimist newspaper app project is a great example of students and faculty from many disciplines and points of view voicing their own ideas for how a new tool would look and function on a new piece of technology that none of them had seen. They requested as much input as I could provide on the functions of the new iPad. The team of students and faculty were so involved with the challenge of the project that they could hardly focus on anything else. The ACU Connected project proved teachers the and students could use the new tools for authentic learning and teaching interaction. The multiple reports from the initiative bear out this conclusion with quantitative and qualitative data. Often I was involved in classes where students live blogged their experiences collecting data on remote assignments from home or locations within the community. Like asking students to experience different social circumstances by spending the day traveling the city only using public transportation.

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