January/February 2018 – Vol. 31 No. 2

Students Speak Out About Using iPads in the Classroom

Posted: Tuesday, March 4th, 2014

by Prof. Jeff Bradbury, Cristina Flores, and Lily Shen

My original intent was to write an article about how useful iPads are in the chemistry classroom.  Last year my school (Cerritos College) purchased several classroom sets of the devices.  I thought the tools would be useful in helping my students create “digital lab reports” using apps like Explain Everything™ or Educreations™.  There are also some good apps specifically tailored to chemistry content, such as Mols Editor©.  I was going to write this article from my teacher perspective until my good friend Laura said, “Have the students write the article.”  So, I invited students Cristina Flores and Lily Shen to write about their experiences with iPads in their education. I am sure you will agree that students often have a very powerful voice.  (You might even finish reading the article!)

First we will hear from Cristina Flores:

Acquisition of knowledge or a skill may be done through study, practice, or experience. Others will gain comprehension of a trade via creation. Tools such as iPads or tablets will allow the users imagination and creativity to flourish. In my personal experience, my iPad along with the app Explain Everything™ permitted me to create video presentations of the concepts being taught in class. Such tools and opportunities have opened my eyes and completely changed how I study.

I come from a family of workers, a group of people who did not have the opportunity to go to school and choose the career they desired. Once I got to college I had no idea where to begin, so I took as many classes as I could while working 35 hours a week. My grades were not that great and my classes only got harder, so I left my job and focused on school. Yet while I felt I made the correct decision, I still had a lot to learn. My grades were still not what I wished them to be but I felt shy and embarrassed to talk to my teachers and peers about what to do because my grades were low and I felt that I was not as smart as everyone else. Until one day, my organic chemistry professor assigned a project that would change how I worked forever. The class was to create a video presentation explaining what was going on in the experiment we worked on that day. I went home and designed a creative and entertaining presentation (if I do say so myself) yet the information that I presented was incorrect. That was the most embarrassed I have ever felt in my life. I put so much effort into creating this video and making it entertaining and fun to watch, yet some of the information was wrong! Watching that video again completely changed my standpoint on my studies. That presentation embarrassed me so much I went to talk to my professors, and I talked to my peers, and I began to ask questions in class. I guess in a way, I figured I couldn’t have embarrassed myself any more so why not admit when I do not know something and ask someone for help. Luckily, my professor liked my video so he asked me to help others with theirs! Never did I think I would be so excited to go to school. Creating that one 5-minute video inspired me to not give up when I do not understand something and taught me that there will always be more to learn if you keep studying. All of this was done using Explain Everything™ and my iPad. I am now going to share with you some of the things I have learned about the app.  

Explain Everything™ is a very simple and easy to use app in which the user may create videos using slides, similar to a PowerPoint™ presentation, yet one may record themselves speaking while discussing the slides and using a an arrow or a laser to guide the audience in the production. There are so many possibilities with these apps: drawing, uploading and taking pictures or video, as well as typing. One of the downsides of the app is that the editing permitted is not as advanced as other apps. For example, if a mistake is made while recording, the app requires one to erase from the point where the error occurred and any speaking that had been recorded after the error is deleted.

Another issue I have encountered is importing a video into the presentation. This luckily had an easy fix, which is to post the video up on YouTube™. Since I could not directly post the video up from Explain Everything™ to YouTube™, I saved the video to my camera roll and from there posting was simple. Although this does take some time, it is the easiest and surest way.  I have created a video for my organic chemistry lab and it shows a few techniques or ideas that one may use. The app also includes clip art, which can make a presentation very fun to watch. Remember, apps such as these require patience and practice, after that the possibilities are endless.

The next student you will read from is Lily Shen:

“I was a senior in high school when I got my iPad. Before that, I had taken all my notes by hand. Don’t get me wrong, taking notes by hand isn’t bad, it’s just I had to carry so many notebooks – one for each class. Plus, I had to carry all my books too, so my backpack got pretty heavy (maybe this is why I’m so short). The iPad allowed me to cut back on the notebooks needed for taking notes, and sometimes even allowed me to leave some textbooks at school so I didn’t have to carry so much stuff home. Then college came along and that’s when I really saw how much the iPad could do for me. I started downloading the professors’ lectures onto my iPad and opening them using the Adobe Reader© app. This app has a lot of features that aid in note taking, either by writing with a stylus or typing texts onto the actual slides. With the iPad, I’m saving paper and carrying a lot less things on my back. Another awesome thing is picture taking. I take pictures of labs I do in biology so that I can review when I get home. Sometimes taking videos of the professor going over structures for dissections or details for exams also helps remind me what and how I should be studying.  

In chemistry class, my classmates and I have been using iPads to make videos on topics chosen by our professor. We make these videos as quizzes or just to practice the material we were learning in class. By speaking about the material and needing to explain the concepts learned in class, I learned more and was able to solidify key concepts. Although sometimes the information I gave in the videos wasn’t correct, after turning them in and getting feedback, I was able to learn even more and understand why I was wrong. Also, being able to create a whiteboard video on the Educreations™ app and explain why and how some chemistry concepts works in an easy way is very rewarding.

Using iPads for educational purposes isn’t a bad idea. I’ve been using mine for almost two years now and it’s treated me pretty well, so I would actually encourage their use in class. We are in the age of technology now, so why not use the available resources to our advantage?

Cristina and Lily said it better than I ever could have. iPads have begun to transform the learning experience and they’ve significantly changed my chemistry classroom.  It is a lot of work.  Things do go wrong at times.  But I must say that this journey has been very fulfilling to me as a teacher.  Lily and Cristina are so good working with their iPads that recently they were asked to teach the teachers here at Cerritos College about using iPads in the classroom.  As you can guess from their writing they exceeded our wildest expectations in teaching us how to use the new technology. Their love for learning is infectious!  If you would like to see how other students like Lily and Cristina are using iPads in the classroom you can visit my blog.

Jeff Bradbury is a Professor of Chemistry at Cerritos College and a CSTA member.
Christina Flores and Lily Shen are his students.

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.



MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.