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.

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?

Wi-Fi: Friend or Foe?

There seems to be an increase in health-related questions about the use of Wi-Fi in educational settings, especially with children and young people. A recent article in The Independent newspaper highlighted the range of concerns being expressed by some notable health watchdogs.

For many schools, the move away from hard-wired networks to WiFi has provided much greater flexibility for using computers for teaching and learning. The expansion and uptake has been quite extensive in UK schools. Wi-Fi has been promoted by the Department for Education and Skills (DfES) - though they emphasise that it is for schools to make making decisions on Wi-Fi procurement and installation.

The debate about use of mobile phones and the siting of mobile transmission masts near school premises has been widely reported. What seems to have been overlooked in the Wi-Fi arena is that the technology uses the same processes as mobile phone receivers and transmitters, emitting radiation - albeit on a much reduced scale. Nevertheless, health concerns about the potential effects of radiation on growing children and young people remain. There is now an increasing number cases where Wi-Fi has either been banned or its use restricted in schools.

The next big question is whether a similar approach is likely to be taken in the home where Wi-Fi is fast becoming the network of choice for sharing internet, audio and video streams.

Learning Platforms

A previous post highlighted the VLE conundrum - when is a VLE not a VLE. Within the UK the spectre of VLEs in schools and colleges was, at one time, clear. Nowadays the buzzword is all about "learning platforms" so is this just another case of "re-inventing the wheel" or is it something more profound?

If you are wanting to know more, a range of information and some publications on this topic are now available on the Becta website in the UK. These include:

• Learning platforms and personalised learning: an essential guide (a PDF download);
• What is a learning platform?
• What are the main benefits of a learning platform?
• Funding for your learning platform
• Providing a personalised learning space
• Preparing for a learning platform
  
• Functional requirements and technical specifications (file download in Word and PDF)
• Learning platform case studies

Browsing through this material provides some insight into current developments in the UK and benefits for teachers and educators, students and pupils as well as leaders and managers.

Whatever perspective you are from, this information should help you become more informed but don't expect to find all the answers!

Wikipedia and student research

Writing in the Education Guardian this week, John Sutherland discusses the use of Wikipedia as a resource for research and the potential pitfalls of assuming all content is authorative. He makes the points well and goes on to highlight the advantages and disadvantages of this kind of resource for any form of research activity by students.

The debate about the content of Wikipedia has been running for a while. Like all "open" sources of information on the internet, there has always been the possibility that entries from contributing authors may be unreliable and biased.

In his piece, John Sutherland highlights the key and invaluable role of an author in the "wiki" enterprise and he argues conincingly that teachers should establish clear protocols for their students so they are aware that such content may be unbalanced and lack authenticity.

This is another timely reminder about a key role for all educators involved with new technologies. We all need to ensure that today's e-learners use such sources with a "wise head"!

Is iPhone the future?

The launch of the iPhone by Apple heralds a whole new range of possibilities for anytime, anywhere learning.

The iPhone is a cool package with multi-touch display, an intelligent QWERTY keyboard, OS X multi-tasking and, of course, syncing to PCs. The product integrates three technologies - a widescreen iPod (audio and video) with touch controls, a mobile phone (calls, voicemails, SMS, photos, calendar) and internet communication (web browser with built-in Google and Yahoo!, email, maps and widgets).

Many educators are now actively considering and exchanging ideas on how the iPhone might provide a very flexible platform for a range of e-learning activities.

With the iPhone on sale from June in the USA and October in Europe there is plenty of time to explore what the product can offer for anytime, anywhere learning!!!