This presentation offers the highlights on how I have set up the digital and physical classroom environment for full immersion of the iPad including:

- classroom management and layout,
- "digital locker clean-outs",
- iPad organization and
- digital lesson planning

I hope you find it useful.
Marisa Rangel

Like the opening image with the wave of laundry that can be overwhelming, we know that technology could be like this.

We chose to not look at the iPads as something to fear, but rather, and opportunity for our greater collaboration.

The introduction of iPads has helped Jeanne Sammelson (MMW) and myself to streamline our efforts from across the district in two different buildings to offer the same content, at the same time, and utilizing the same assessments helping to ensure for a similar student experience and outcomes.

In our attempts to be more alike in our course content and general experience in Spanish 1, we have enrolled one another as "administrators" in each others' Schoology course.

This allows us to share materials we make, links, assessments, etc. directly.

We are no longer duplicating efforts here. For example, when I post a listening practice for my students, I can post to her students at the same time saving her a step and vice versa.

This is also proven extremely useful with overload teachers in ensuring for similar course opportunities.

Again, making one another administrators in Schoology has helped to keep us consistent in both content, accuracy, and timeliness of course materials.

One teacher can make a folder, copy it to each other's Schoology site, and all can add materials.

Jeanne and I have NOT overhauled our curricular goals for our students b/c of the use of iPads. We have simply started the process in reimagining the curriculum and viewing the iPads as another tool.

The 1st thing students ask now is, "Are we using iPads today?"

To answer them, we 1st ask ourselves,

"Is using iPads today...
1. ... enhancing the learning?
2. ... as fast or faster?
3. ... as fun or more fun?

As the classroom teacher, I feel that I need to be able to answer yes to two out of these three conditions, and THEN we can use iPads.

The background picture is a document I made for my students to help organize their iPads for my Spanish 1 class.

Students were given a paper copy of this, as well as links to screencasts giving specific directions on how to organize.

This document has proven helpful for students needing their iPads replaced, re-imaged, new students, and the like.

Students appreciate the visual cues on our "daily agenda". They help guide the students where to go on their iPads as we move through the many activities of the day.

These icons mimic the icons on their iPads.

Again, we have not had to rewrite the entirety of our course. The main goal is still for students to learn a level 1 Spanish curriculum.

iPads have not overhauled our Spanish class, they have ENHANCED it. The top is a snip of a traditional worksheet, the bottom is a snip of what that same question looks like now, with the iPad as a tool.

It's all in the details.

The documents these students have on their iPads are colored-coded PDFs. This allows us to make a quick glance at student faces to know if they are on task (reflection of color from the iPad screen). All homework PDFs are blue, all grammar guide work is green, etc.

Assessments on the iPad require for students to have their iPads FLAT.

Our district has common language surrounding classroom management.

My classroom poster is in the front of the room and tailored for my content area.

Digital locker clean out:

- must be frequent (I recommend doing this each chapter during class time)

- is helpful if student PDFs are color coded for easier clean up (ex. everything that's BLUE for Spanish homework, and can go in the trash now)