So the iPad has finally been launched!

The long awaited iPad from Apple has finally been launched after much speculation.

The technology within the product is slick, taking forward the technologies that enables intuitive access to the software we have come to know from the iPhone. The big plus, of course, is the size of the screen - opening a whole new way of interacting with information located on the internet and processed via the kind of applications we have come to expect. Together with the standard range of goodies you would expect there is an integral ebook reader as well as the option to purchase word processing, spreadsheets and presentations using a multi-touch version of the iWork suite of software.

As well as the ease of use and improving access for learners with visual and hearing impairment or with physical or learning disabilities, the key to educational success will be the quality of applications to extend the potential as an educational device.

The integration with the Apps Store via iTunes means existing applications on the iPhone platform can be used straight away. However, these apps can be re-written to take maximum advantage of the technology built into the iPad. These will be appearing over the next 12 months or so.

As with any new product, the real potential can only become apparent once educators and learners have it in their hands to evaluate first hand. We have a while to wait before we have opportunity to explore the potential of this new product and decide whether iPad is now heading the list of the the ultimate "anywhere, anytime" learning device for learners both young and old.

The ultimate learning device?

The new Apple iPhone has many new features, bringing the spectre of the ultimate learning device ever closer. So, what is all the fuss about and is the new iPhone a step towards the ultimate "anytime, anywhere" learning device?

Technology features such as the G3 wireless technology, maps with GPS and numerous applications from third parties have been well publicised. A key point is the fusion of core technologies - the phone, iPod and access to the internet for web browsing and email into one with the option of iew and potentially creative applications to support learning.

Details about the range of features are contained in the iPhone User Guide - an essential read for the educator.

Whilst a number of these applications are already available (and some are free to download and install), those currently listed in the iTunes education category are somewhat limited in range and scope. A glimpse inside other categories reveals packages with more potential. With imagination, these can be used purposefully to create a number of anywhere, anytime learning activities.

Whilst the purchase price for new iPhone is less than the previous version, one of the major hurdles to overcome after securing availability is the overall cost. Not everyone is in the financial position to buy one of course. In the past, some schools and colleges have purchased a number of iPods for educational use. With the iPhone there are the recurring network costs to budget for as well as the initial cost of capital investment, raising a key question about value for money. Moreover, the use of the iPhone may also be open to abuse if the built-in features to restrict access to certain functions is not used.

Is the new iPhone a step toward the ultimate "anytime, anywhere" learning device? Based on our initial review, it certainly is a confident step forward in the right direction.

Data: Public and Private

Not a day goes by in the developed world when some form of interaction or transaction requires the sharing of personal information. We all take informed decisions about the information we wish to share - often our name, date of birth, address and contact numbers are high on the list. Increasingly, purchasing goods and services on the internet or join social networking sites will also require an email address too.

An increasing concern amongst parents and carers as well as educationalists is the apparent lack of awareness amongst children and young people about the boundary between private data and public data. Often, they appear all too willing to share what many would consider to be private data and information about themselves without understanding the short and long term consequences.

Social networks in particular have attracted a lot of attention recently as they become increasingly popular. However, as many have discovered, it is often very difficult to remove private information because it very quickly forms part of the public domain. Sometimes the facility to edit or remove data and information is extremely difficult after the event. In addition, search engines efficiently trawl and cache information from web pages - creating a secondary source or archive which is readily accessible to anyone, anywhere at anytime.

Just as in real life, we all have to think carefully about sharing our private information. Many children and young people need help and guidance to fully appreciate and understand the boundary between "private" and "public" when sharing electronic data and information. They need the confidence to act decisively before sharing private data and avoid this becoming embedded in the public arena for many years to come.

The challenge for parents, carers and educators would seem to be:

How is it best to support and help children and young people in making decisions about sharing private data and information in our increasingly "virtual world"?

Information literacy

Everyone, everywhere makes use of the ubiquitous search engines to find and locate a wide range of information via the internet. The algorithms driving the listing of web content and search routines are very powerful and, above all, quick.

In educational settings, searching and locating information is a pre-requisite of the personalised learning agenda but developing the capacity of learners does not seem to feature highly, especially for children and young people. Often, the learner searches with just a few key words which, in turn, lead to an overwhelming and, sometimes, frustrating list of possibilities.

Where effective learners use of information literacy strategies they display cognitive and transferable skills - problem solving, evaluation and communication skills. The key to effective use of search engines in educational settings is for learners to apply such skills and associated information expertise in a systematic way.

There would seem, therefore, a clear role for developing at the very least awareness of information literacy. In the UK, information literacy is defined by the Chartered Institute of Library and Information Professionals as:

"Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner."

For educators, a useful starting point on this topic is the Information Literacy Website which features a good range of valuable resources and associated links, materials and links to other websites. These include a small number of case studies about the use of information literacy in schools, public libraries and higher education.

Using search engines to "turn up" the most useful information in the most accurate and efficient way via information literacy strategies is essential in our fast moving world. As educators, do we pay sufficient attention to sharing and using information literacy strategies with our anytime, anywhere learners?

Online Safety in the Virtual World

With the increasing popularity of Web 2.0 technologies such as social networks, the ubiquitous chat rooms and message services as well as other online products, it is encouraging to see that steps are being taken to advise children and young people about their online safety.

In the UK, The Child Exploitation and Online Protection Centre (CEOP) has designed some programmes to support teachers, parents and carers in this important area. The centre works to catch paedophiles, many of whom use the online products that have become popular with many children and young people.

The latest programme - Thinkuknow CyberCafe - is targeted at children aged 8-11 years of age and covers a wide range of internet and text related activities. This follows the successful launch and uptake of a similar programme targeted at young people aged 12 upwards in secondary schools. The website (registration required) also provides access to a resource area for teachers and others working with children and young people, with plans to introduce support materials for use with younger children.

Whist schools take many steps to eliminate access to inappropriate websites and material, there is always the concern amongst teachers, parents and that children and young people might access unsuitable material or participate in these online packages without realising potential dangers.

CEOP has produced a useful list of tips for children to follow:

• Don't give your real name on gaming sites
• Best not to have anyone on your IM (instant messaging) list that you don't know in the real world
• You can block people in IM and chat areas
• Best not to meet people you meet online, they might not be who they say they are
• Tell an adult you trust if an online friend asks to meet you
• Report a contact to CEOP if you think they might be an adult

There is no doubt that Web 2.0 technologies on the internet offer many creative learning possibilities for children and young people to explore and research a wide range of information as well as derive enjoyment through use of interactive learning activities. The challenge for educationalists everywhere is to provide and promote a safe environment and encourage anytime, anywhere learners to follow guidance so as to help protect themselves.

Extending the scope of learning activity

With the birth of the now ubiquitous MP3 players, learners had the option of listening to educational audio material anytime and anywhere. Soon this was extended to images and video. Nowadays, learners will have the addition of Wi-Fi technology via the latest incarnation of the iPod from Apple.

Does this mean we are a step closer to achieving the ultimate form of anytime, anywhere learning? Possibly.

Leaving aside emerging safety fears with using Wi-Fi based technology - especially with younger children - this new device introduces another dimension for anytime, anywhere learning.

Wi-Fi increases the scope of potential learning approaches, allowing learners not only access to the internet for research activities but also material presented within learning platforms or virtual learning environments (VLEs) for example.

Certainly the larger screen size (3.5 inch diagnonal) and longer playtimes will be a boon for enhanced podcasts (audio podcasts with pictures, chapters and hyperlinks) and for watching video.

If the design considerations are well-founded and the device is as easy to use as suggested, then the new iPod Touch should provide reasonable access for surfing the web and interactive learning, if within reach of wireless networks. Increasingly, Wi-Fi is available in a variety of public locations and buildings.

For on-campus use, this new device could prove ideal. With a little forward planning, material could be readily downloaded for later use. Whether there is sufficient support or consideration for learners with disabilities remains to be seen.

Where do we go from here?

Well, that is always in the hands of imaginative educators and their students. As ever, there is scope for extending the range and variety of learning activities, linking multi-media materials with both static and dynamic resources made available via the internet or educational intranets.

Succession planning

Whenever there is specific expertise amongst educators within any educational organisation, there is always the need to consider succession planning to ensure there is continuity of experience and provision for children and young people.

Over the past two years, we have selected and listed over 400 podcast channels in our podcast directory, over 80 from schools. During this time we have noticed some interesting trends. Many podcasts from schools are published on a regular basis; for example on either a weekly or monthly cycle. Some publish podcasts on an occasional basis whilst others produce a series of podcasts for just a limited period.

During a recent review of school podcasts listed in our directory, where podcasts were produced for only a limited period a number of factors emerged:

• podcasting was a short burst of activity related to a specific curriculum topic or development of ICT skills;
• the teacher with the expertise and/or interest in educational podcasting had moved on to another post (some may also migrate into education support services);
• podcast production relied upon expertise and support obtained from an external source;
• technical problems arose in producing podcasts or maintaining the necessary ICT infrastructure.

Of these, the most common factor was the teacher leaving the school - effectively taking the educational podcasting knowledge and expertise with them. This would seem to underline the importance of a policy for succession planning, especially for the small school or organisation. Whatever podcasting expertise there is amongst the staff team, some action to share this expertise more widely would seem a sensible option. For example:

• providing effective in-service or professional development of other teachers and adults;
• developing the confidence and expertise of the children and young people themselves.

Should we not be investing in effective succession planning strategies?