Lesson Plan... Copyright Infringement?

The presenter which received the cease and desist letter is not in copyright infringement for the following reasons: 

1.  Once a work is created, it is immediately copyrighted to the creator of the work.  Because the woman who received the cease and desist letter used the graphic images in a presentation prior to the new text, she obviously owned the image beforehand.  This case is unfortunate since it seems as if someone who attended her conference stole her work and then blamed the original owner of the work.  

2.  Although the presenter had the images prior to the new text and therefore should not be considered in violation of copyright, one could argue she is abiding by fair use policy regarding the amount of work taken and used as compared to the entire work.  Since the presenter is only utilizing the images and not any text or other features of the book, she is abiding by fair use.  

3.  If blamed for copyright infringement (even though the presenter had the images before the new text was even published), one could argue that because the images were used for purposes of education without profit then she is entitled to fair use.  

4.  Although the presenter is not in violation of copyright, the individual who obtained the images for purposes of making a profit is in violation of fair use.  Because the graphics were not used for nonprofit educational use and instead intended for profit, fair use guidelines have been broken.  

5.  As noted in example 2, the concept of "how much" applies to this situation.  I argued the presenter could be in abidance with fair use since it was so little of the work which was used.  One could argue the individual who created the text book used fair use to obtain and use the images; however, this is false since that individual's purpose was to make a profit in the end.  

Gap Steal... Copyright Infringement?

The following post discusses copyright issues which arise from this link: http://jezebel.com/5748062/did-the-gap-steal-this-image-from-flickr

     Reflecting upon this particular case, it is apparent that Gap is indeed in violation of copyright due to using someone else's work/ art in order to gain profit.  Firstly, one can tell the image on the baby clothes is in fact the same image as the photograph posted on Flickr.  Not only did Gap not gain permission to use this photograph, they also began to profit off of someone else's image.  It should be noted that as soon as someone creates something, in this case photographs an image, the work (photograph) is automatically copyrighted to the owner.
     Another factor which should be noted is that when someone posts an image on Flickr, they have the option to post either for public use or with rights reserved.  When digging a little deeper on this topic, the photograph was posted with some rights reserved which means that in order to use the photo, credit must be given to the photographer.  Obviously, Gap did not abide by this stipulation.  What surprises me is that Gap would risk getting into trouble over a something such as this.  I'm sure the photographer would have loved to have his work marketed in this way (with credit due him as well as some monetary gain) instead of facing legal repercussions over someone stealing his work.

Controversial Billboard: Copyright Infringement?

The following post is a reflection on the issue of copyright in this story: http://goo.gl/xAaNNy

     Unfortunately, I do not believe there to be any aspects of copyright infringement in this case.  Offensive? Yes.  Out of line?  Definitely.  Copyright?  Unfortunately, no.  The reasons behind my findings lie in the rights the company has since they own the image of the little girl subject in the case.  Because the mother took her children to a "modeling agent" and signed the images away to the company, the images can be used in whatever way the company chooses since it is a stock image.  Thankfully, the billboard was removed due to the content displayed depicting African American mothers as dangerous to their [potential] children due to abortion.  Hopefully the images of the little girl will not be used for skewed purposes again, but this is an uncertain issue because the photos are in fact owned by the company in question.

     In order to apply this to the classroom setting, I do believe teachers and parents need be careful in allowing others to gain rights to use images (especially of minors) because the intended purpose can be twisted.  I believe it is important to note the regulations placed on teachers to avoid such cases such as this being that permission needs to be given to take photos of children by their guardians AND images can only be used for educational purposes (not for personal use).  Overall, the above case is more of a moral issue rather than copyright infringement.

A Family Christmas Card: Copyright Infringement?

     When reflecting upon this case (http://news.bbc.co.uk/2/hi/8094420.stm), I immediately began questioning the means in which the restaurant owner came to use this photograph.  The article states the owner received the image from the internet and believed it to be a computer generated image which would be fair to utilize in the business setting; however, based on the family's point of view, their photograph was never intended to be used for public advertisement.  There may have been a mistake made by the family when posting this particular image on a internet blog which would allow it for public use; however, the article did not clarify this point exactly.

     Because of the context of this story, I do believe the restaurant owner was indeed in copyright infringement.  After all, he used the image to advertise his own delivery business.  However, he did take measures to take the photo down from his business in order to abide by the family's wishes.  If he chose not to, I believe the family should have taken additional measures, but this is simply not the case.  I do believe the business owner had the right intentions and simply did not do his research behind this particular photograph.

     In order to apply this particular case to the classroom setting, I believe it is the educator's responsibility to research images (or materials in general) which could be used for advertising purposes (whether it be a school program, fundraiser, etc.).  Because the aforementioned photograph is a personal family photo including minors, I would believe it would be best to seek permission to use the photo for education purposes before utilizing it for any reason.

GAIN: Google Sites

Link to Google Sites Page:  
https://sites.google.com/site/mskykersclass/

Experience:
Through setting up a Google Site webpage, I was surprised with the simplicity of the program.  As a graduate student, I realize the usefulness of this particular Google App when creating classroom pages for student and parent access.  This allows for the teacher to post vital information which can be accessed at any time by the parents/ students which will be more effective (if a computer and internet is available) than paper which can be lost so easily in transport from the school to the home.

 In order to be in accordance with FERPA, this particular website can be set to semi-private where student comments on the posts will not be seen to individuals outside of the class (the entire internet).  For purposes of this assignment, my website is public; however, I would definitely adjust the settings as a classroom page so that only individuals with the link can access the site.  

While setting up my own site, I chose to create a general website for classroom use.  This included a home page which reflects my personal information as well as how the site is to be used.  The additional pages are set up so that I can post information and assignments as time goes on with the newest posts located at the top of the page (similar to a blog post).  This also allows students and parents to post on each new addition to the site for communication.  I am hoping that this feature will allow students and parents to collaborate with each other in a positive manner on the website.

In order to include outside links, I chose to post the link to a Google Form and Google Keynote presentation I created for the purposes of this particular class.  I did try to attach the form through the "Insert, Google" option (which should post the quiz directly to the page) however this function did not work for me.  I am unsure as to why my computer would not allow me to do so.  I also attempted to attach a calendar through the "Insert, Google" option and was unable to attach any sort of calendar since a blank box appeared.  Despite the difficulties faced, I was able to list key information for my hypothetical class.  

Tablets: Disciplines in Education

Language Arts

Read Me Stories App:
Upon reviewing this particular app, I believe it would be most beneficial to utilize within the early elementary grades (K-2).  Some of the features which are positive include the highlighting feature which highlights the text as read which reinforces concepts of print (directional reading, text to sound correspondence, etc.).  Through the interactive elements of the story books, students can explore more within the book by simply tapping graphic elements.  Because of the inquisitive nature of younger students, I believe the interactive elements will engage students within reading as well as foster a love of literature.  However, this app requires the purchase of children's books through the app.  Although these books are inexpensive, if purchasing several books for classroom purposes, the fees will add up quickly.  If utilizing this app in a school which has a 1:1 technology grant, teachers may gain support from the school in order to assist with costs associated with purchasing children's books on the tablets.  I have never personally used this particular app before since many interactive children's books are being offered through the app store for free.  If funds are limited, the teacher may consider searching for the free books instead in order to provide students with the experience of the interactive book while budgeting.

Science

Hubble Top 100:
This particular app is one of my favorites due to the exquisite images provided by the Hubble Telescope that we would otherwise never see.  Focusing on the upper range of elementary grades (4-6) students can explore the universe and the topics discussed within the classroom through utilizing this app.  Because of the breathtaking images, students will be engulfed with the wonders of the universe.  Beneficial to student growth in knowledge, more information is provided about the image when the user simply taps the photo; however, due to the diction, this would not be use friendly for students on the lower end of reading comprehension (this is why I believe this app should not be used for class-wide use below grade 4).

Mathematics

Jumbo Calculator:
This particular app would be beneficial in grades 1+ because it is simply a calculator for the iPad.  Although it is a large version of a calculator, the iPad already has a calculator app installed which would work just as fine if not better (due to the lack of distracting ads which appear on the Jumbo Calculator App) than the Jumbo Calculator.  This app does include a voice feature which is beneficial for students with disabilities such as visually impaired or blind.  If an educator has a child in the class with such an impairment, this calculator may be beneficial in order to assist with math assignments.

History

This Day in History:
This free app allows students to learn about historical events which have taken place on that particular day in years past.  I believe this would attract interest in the upper elementary grades (4-6) due to the maturity and inquisitiveness which the students possess at that age.  This is especially true when discussing the topics of war and historical documents which are included within the app.  I believe this app would be a great way to begin history class each day in order to pique student interest.  Through providing pictures, audio, and text, this app allows students to gain experience with artifacts they otherwise would not have contact with.  This goes beyond textbook information, of course, due to the range of topics discussed every day.

Lincoln Telegrams: 
This particular app provides digital telegrams written by President Abraham Lincoln written during the Civil War.  Though the digital copies of these historical artifacts, students are able to encounter artifacts in a unique way.  The app includes photocopies of the original telegraphs as well as transcriptions for easier reading.  Because this app was developed by educators, students encounter cognitive areas of questioning through "summarizing historical content, contextualizing the content, inferring from that content, monitoring these processes, and corroborating emerging historical findings." The most exciting feature of this app is the ability to collaborate with others about the Lincoln telegram project.  Students can access wiki and blog accounts in order to discuss the telegrams.  Due to the nature of the content of this app, I believe it would be most effective within the 5th and 6th grade classroom for discussion of the Civil War and advanced technologies of the day as well as  supplement to history fair projects.
   

GAIN: Google Drawing

Google Drawing 

Initial Reaction
Through tinkering with Google Drawing for the first time, I created my own graphic organizer which could be used for personal use, educational use, or professional use (each of which help in areas of expressing an idea visually).  At first, I thought this app to be simplistic; however, the more I explored, the more visually interesting and complex the images became.  Through accessing the design features, my drawing went from ordinary to extraordinary.  Immediately, I began thinking about how an educator can utilize this tool within the educational setting.  Of course students can create drawings to supplement presentations, but so much more can be achieved through this app.  Student projects can be supplemented through accessing the design features to create a unique heading for the title.  Timelines and graphic organizers can assist in teaching historical concepts as well as thought processes (meeting visual learners).  One of the best features of this app is the ability to access it through existing Google apps, such as Sheets and Docs.  This is helpful for app users in order to add visual elements to rather bland documents.  Overall, this tool appeals to me since I tend to learn better with visual aids.

Elementary School:  Exploring Shapes
Upon reviewing a lesson plan geared for teaching shapes to elementary school students through Google Drawing, I appreciate the usefulness of utilizing this specific app for teaching shape attributes; however, Google Drawing may not be the most useful tool in teaching shapes.  Personally, I believe using hands-on manipulatives within the younger grades would be more effective in this particular lesson since they reach both visual AND tactile learners.  Although the lesson plan shows how Google Drawing can teach symmetry and attributes of shapes through utilizing the tools such as drawing and labeling the shapes, I believe this just isn't the most effective use for teaching shapes or using Google Drawing.  Rather, I would use Google Drawing as a supplement to the hands-on manipulatives in order to create a graphic image to organize shapes for an end of lesson assessment.

Google Drawing and CCSS
Although the Graham textbook for Google Apps and Common Core faintly mentions the connections between Google Drawing and CCSS (only five sentences), I can connect how Google Drawing can meet the objectives students must learn.  This specific app can support math and literature standards in particular through connecting ideas, integrating technology, and utilizing collaboration through Google Drawing.  In order to explore how this app can be used with the classroom which abides by Common Core, I reviewed particular 3rd grade standards through my own research.  The following standard will be referred to for explaining the process of utilizing Google Apps within a 3rd grade literature lesson:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

In order to meet the aforementioned standard, students can generate a character analysis through utilizing the graphic features provided by Google Apps.  Students can add images (created by themselves) in order to describe character traits and how particular character actions influence the story.  For example, if a 3rd grade classroom is reading Number the Stars, students can create a graphic poster on Google Drawing describing the character traits of Annemarie and how her character progresses throughout the novel in reaction to the historical situation (WWII).  The poster project allows students to express themselves creatively since this particular app allows for students to think outside of the box while meeting the standard for describing character traits.   

GAIN: Google Forms

Google Forms

Initial Reaction:
          Prior to this course in Special Issues in Technology, I have utilized Google Forms as means to collect information on what individuals value the most in friendships.  Through collecting over 100 responses and evaluating the data through Google Sheets, I was better able to assess what qualities individuals uphold.  Although I did not go further into research on this topic, I understand how utilizing the data tool can assist in classroom research.  In order to practice utilizing Google Forms, I created another form (link posted below).  Through utilizing Google Forms to create a self grading quiz, I created a general knowledge geography quiz which is linked to a spreadsheet that calculates scores.  A word of caution to a new user: this process is much simpler to follow than written instructions make it out to be.  The links show how a self grading quiz should be structured.

Link to Google Form Survey:
http://goo.gl/forms/oiu7RIYmM1

Link to Spreadsheet Responses:
https://goo.gl/m6YKm2

Forms in Schools
          Through utilizing Google Forms in the education setting, students and teachers are able to collect data from varying sources (such as community members) through sending the survey via email, URL, or social media.  This enables individuals to evaluate data which is sent directly to Google Sheets.  Not only is this a helpful tool to gain knowledge which pertains to the classroom at large, but Google Forms also is a vehicle to present knowledge and ideas which connect to Common Core State Standards.  The advantage to utilizing Google Forms within the classroom is the option for students to gain perspectives from other individuals to which they can form opinions about issues (as mentioned in the aforementioned CCSS).  Although this is the only CCSS listed in Michael Graham's textbook, I believe Google Forms can meet standards for collaboration and technology.  Through including Google Forms in a research/opinion writing assignment, students would be able to effectively collect data on a specific topic (meeting collaborative CCSS, research CCSS, technology CCSS, and presentation CCSS).
          Google Forms is also a useful tool to access for measuring assessment.  Because tests and quizzes can be created and linked easily to Google Sheets, teachers can evaluate student responses and quickly view which questions need to be readdressed based on those responses.  Because of the regulations placed on educators to utilize summative assessments, Google Forms fits adequately in meeting those requirements.  Overall, I believe this tool would be an effective means to gather information to use for research purposes within the classroom setting.

GAIN: Spreadsheets

Performance Record

Google Sheets Link:  https://goo.gl/9Dx7My

          Having no notable prior experience working with any spreadsheet program, I was hesitant to dive into Google Sheets at first; however, this quickly changed once I began tampering with the program.  Through confiding with my classmates regarding this program for grade book use, I became more confident in working with spreadsheets.
          In order to help organize my thoughts, I began by adding an additional sheet in order to keep up with detailed scores while keeping a master grade sheet separate.  Through utilizing this tool, I believe educators can effectively manage grades because of organizational skills.  The most convenient feature on Google Sheets is the formula converter used to average scores together.  Once understanding how to program the grades into the formula, I was able to quickly average student grades without much confusion.  This, of course, is helpful to my mathematically challenged mind.
          Although I find this app useful in managing student grades, I am still a little hazy on many features Google Sheets has.  Firstly, I would like to know if there is any way to connect the individual grades on the more detailed spreadsheet to the master grade sheet without having to enter them manually.  I would also be open to finding a more efficient attendance tracker in keeping up with absent and tardy students.
          In order to help students meet Common Core State Standards through working with Google Sheets, student can manipulate mathematical formulas through plugging them into the cells on the spreadsheet.  Many may question how students can learn if the program is computing the mathematical problems for them.  The answer to this is students can manipulate the formulas in order to see which tool can help interpret results, thus leading to critical thinking skills.  Through manipulating Google Sheets, students can add data which can be converted to graphs and diagrams.  In turn, students can be asked to report their findings utilizing evidence gained from the spreadsheet program.  Because this Google app is shareable (alike Docs and Slides) students can meet the Common Core standards for collaboration and utilization of technology.
          Overall, Google Sheets provides effective means of communication and storage of data which proves useful to educators and students alike.  However, this program, alike any other spreadsheet software, requires time and practice in learning the varying features.  Through keeping this in mind, beginners to this program need not be discouraged in learning how to create spreadsheets which prove to be beneficial, especially in the classroom setting.

Literacy for Education

Preparations

My Spelling Test:

This app allows educators to prepare spelling tests with audio recordings of the spelling list so that students can move from the paper and pencil method to a more technological way of testing.  I can see this app being beneficial, especially for students who are absent for the spelling test.  This allows them to work independently without taking time away from an instructor to read the words on the list aloud since this function is already included in the app.  Another feature this app provides is the connectivity to a smart board.  This allows students to work independently on practicing their spelling words through dragging letters to create words on the board.  In a technologically advanced world, students would look forward to spelling on this program due to the game-like nature of this app.  

Merriam-Webster Dictionary:

This app provides an interesting spin on the traditional dictionary since it has voice to text recognition.  In the classroom setting, students could use this feature in order to look up the spelling and word meaning in a more efficient manner.  Another feature I like about this app is the "Did you know?" section which appears on each word after searching.  This provides background knowledge which goes beyond the straightforward dictionary meaning of the word. 

Presentations

ShowMe Interactive Whiteboard:

This app allows individuals to create their very own presentation while drawing on and speaking to the iPad while it records the material.  This app allows the user to add pictures and voice audio to supplement the ideas drawn on the interactive whiteboard.  This app allows the creator to share their presentation with select individuals or to the public through the ShowMe website.  This app would be great for students and teachers alike in order to create a new way to present material.  

Strip Designer:  

This app provides students means to create a unique presentation through following the step-by-step guide in the comic strip maker.  Through selecting a template to follow, students can add images from either a photo album, personal drawings, dropbox, maps, or social media. Special effects and stickers can be added to the images in order to create a comic feel to the digital story.  Within the education setting, students can create comic strips to supplement class projects carried about across the curriculum.  Because of the simple set up of this app, it can be easily implemented in the younger elementary grades for digital storytelling.  

GAIN

Google Drive:  Presentations 

Link to presentation:  https://goo.gl/55tezC

Powerpoint vs Google Presentations 

• Google presentations is a user friendly presenting software which allows individuals to create and present information in a similar way to Powerpoint.  The simplicity of the program layout makes it easy for anyone to create presentations on (from the inexperienced to the advanced user).  
• Google presentations focuses on functionality rather than design features (which Powerpoint is recognized for).  Although there are not as many options for design layout and transitions, Google presentations meets the user's needs to effectively communicate information. 
• Another feature Google presentations has when it comes to collaboration and sharing with others is an online setup where individuals can chat on the right hand pane during presentations.  This feature, powered by storing the presentation on the cloud, allows for better collaboration, especially from remote locations.  

Google Drive (Presentations) and Common Core

• Google Presentations meets Common Core's requirements to have students present material in a clear and effective way which prepares our students for the workforce.  Because of the focus on communication (through speaking and listening), students need to have a vast knowledge on how to communicate information.  Through utilizing this software, students can include multimedia and visuals within their presentations in order to add to their communicative efforts.  
• Because Google presentations is stored on the cloud, students have the option to collaborate with their peers in research and presentations.  This adds to the shared writing and publishing processes addressed in Common Core Standards.  

GAIN

Chapter 4:  Documents

1.  As compared with Microsoft Word, Google Docs provides a vast array of features which allow for better accessibility.  Through utilizing this program, I personally found Google Docs helpful in collaboration with my peers.  As stated in Google Apps Meets Common Core, Graham notes that a document stored on the cloud through Google Drive can be accessed and edited by up to 50 people anywhere in the world at one time.  Along with this, individuals can access one document on multiple devices as long as internet is available.  I have utilized the aforementioned features through taking class notes with my peers as well as compiling research for group projects.  This of course allows individuals to have successful collaboration in the realm of education.  Another spec mentioned in the textbook is the ability to have unlimited storage space for documents.  By storing documents on the cloud, one does not need worry about running out of space to store documents for it is not stored on a hard drive.  As a future educator, I for see myself utilizing this program in order to work on my documents on multiple devices, collaborate with fellow educators, and allow students to compile their personal work so that they can enjoy the features in which a traditional word processor would have limitations.        
     Although Google Docs is an excellent tool to use for collaborative efforts, it does have its drawbacks.  Working with elementary school students, the teacher must realize an internet connection is not always guaranteed at the child's home.  This could cause problems with homework assignments that cannot be accessed on the server due to the lack of internet.  The only way to bridge this gap is if the school has resources to provide students with a cellular device (such as a tablet) to take home in order to work on assignments (this would also apply to students who do not have any computer at home).  If this is not feasible,  this program may not be the most efficient for all student work.  

2.  The Common Core State Standards are directly tied to utilizing Google Docs through utilizing technology, meeting all steps in the writing process, and including ranges of tasks for student writing.  Through the features of Google Docs, students meet the standards while engaging in successful learning.
     Focusing on utilizing technology to produce and publish writing, students may utilize Google Docs to collaborate with peers and engage in the writing process in a meaningful experience.  The state standards hope to encourage students to utilize technology available; therefore, the teacher must provide learning opportunities to address this aspect of learning.  One example of student mastery of this standard would include collaborative note taking when working within groups for certain projects.  Students would be able to have equal access to utilizing technology via Google Docs while collaborating to gain perspective and knowledge.
     The second key benchmark to meet is to engage in all steps of the writing process.  Students develop experience in prewriting, writing, editing, revising, and publishing.  The technological aspects of this program allow ease in each area of writing, meeting the standard.  Access to the cloud allows students to simply share their final product with classmates for collaboration on this assignment as well.
     Through varying the tasks the teacher instructs students to perform, the Common Core State Standard is met.  This can be achieved through varying time allotments for writing, due dates on assignments, and ongoing projects, all of which can be accessed at any time by the teacher and students.

3.   Last week, I utilized Google Docs with two of my classmates in order to put together a set of task cards for a project on littleBits.  The features provided by Google Docs allowed my group to complete a project without having to meet outside of class and instead work on our own portion of the assignment at our convenience.  The chat features also proved to be helpful in assisting us with communication throughout the process.  Overall, Google Docs is a wonderful tool which I plan to use in my own classroom.

Tablets: Basics for Education

Keynote vs Powerpoint

Similarities:
1.  When working with both programs, a variety of presentation slides are available for use.  The designs vary, of course, but the idea of formatting is similar.  Themes, font choices, layouts, and captions are all visual features which are available on both programs.

2.  Both programs offer a variety of effects for transitions and animations within creating a presentation.  Special effects can be applied to individual objects, text, slides, and images.  Travel paths for visual effects can also be applied to the slides in both programs through either connecting by a straight line or drawing a complex pattern of connectivity.  Overall, the programs offer similar ideas in the area of visual effects.

3.  When presenting live presentations, both programs allow for similar capabilities.  Such features included on both devices include a timer (for the presenter to follow), presentation notes, and a preview of the following slide.



Differences:
1.  Powerpoint offers a variety of effects to apply to graphics on slides (such as 3D rotation and image filters).  Keynote does not offer such effects.  These graphic effects can apply to photos, shapes, font, and color.  When choosing an ascetically pleasing presentation, Keynote does not offer as much as Powerpoint.  

2.  For remote presentations, Powerpoint offers others who are not present for the presentation to view the slides and hear the presenter through accessing the Microsoft servers.  Keynote, on the other hand, does not offer this capability and relies on iChat to engage others in the presentation.

Concluding Remarks:
The iPad provides a user friendly way to access the aforementioned specs on both Powerpoint and Keynote.  However, it must be mentioned that the iPad apps do not offer all options whereas a desktop computer does.  Working on an iPad, Keynote's touchscreen interface is much better than Microsoft Powerpoint since Keynote is an Apple product made for Apple devices.  Another benefit of choosing Keynote for iPad is the meager cost of the app compared to Microsoft Powerpoint.

Box.net

When exploring box.net I uploaded a photo in my personal account.  This program would be beneficial for education purposes in that students can upload work and share their work with the teacher and vice versa.  The link to my account is https://app.box.com/s/1xursursxbg9n1f2hhjan2xk3v48vhkx.

iThought

I can see the potential of utilizing this mind mapping tool within the classroom setting in order to engage students and support schematic knowledge prior to teaching a new concept.  This could be utilized to brainstorm for writing prompts, organize student thoughts for science projects, and even to teach vocabulary units.  Due to the visually appealing options, this program provides a variety of ways to track mind mapping in an interesting way.

Safari and Rover

Similarities:
Both browsers allow individuals to search the internet for content.  In the education setting, students and teachers can utilize these search engines for gathering information for projects and presentations.
Differences:
Rover, created with the education setting in mind, has limitations based on what students can search and what comes up when browsing the internet.

Preferences:
As a future elementary school teacher, I believe Rover would be beneficial to use with my students in class so that content can be monitored (especially in the younger grades).  However, for my personal use, Safari is more beneficial in order to research without having censorships.  I see the positives and negatives of both programs and will utilize both search engines when most appropriate.  

Tablets Options and Uses

iOS Apple  

Pros:
1.  Apple is the leading tablet with around 700,000 apps (more so than Amazon, Barns & Noble, and Google Play).  Students and teachers have more available to them due to the variety offered by the iTunes store.  Therefore, there are many more apps available for education purposes.  This can be beneficial in the classroom due to the options available to teachers. The apps unique to Apple (such as iMovie or iBooks Author) can move students beyond the typical presentation methods and into an open, creative classroom environment.  

2.  All Apple devices (desktop computers, laptops, and tablets) use the same operating system which allows the icons to look the same from device to device.  This provides cohesion if students work with multiple Apple products.  For younger elementary students, the icons on the screen will become familiar and easy to work with on varying devices.  Therefore, students will not need extensive training on how to use the iPad.

3.  Apple supports their devices with multiple updates per year meaning they can continue operating at optimal performance levels.  Because Apple is both the device manufacturer and the system supporter, the iPad updates will always work on all iPad devices (unlike Android).  This provides benefits to the educators because the programs on the iPad will work year round and not be dropped.

Cons:
1.  iTunes does not have the plethora of books available to purchase whereas the Google based devices support more in the field of literature.  If planning to use the iPad devices in an elementary school setting, students may need access to certain novels or textbooks which will not be available in the iTunes store.  If hoping to utilize these devices for literary purposes, this device may not provide complete substitution from print to digital reading.    


Android (Google)

Pros:
1.  Because of devices such as the Nook and Kindle (which are powered by Google) these devices are wonderful to utilize in replacing class sets of textbooks and novels through purchasing digital copies through Barns and Noble and Amazon.  These digital copies are cost efficient for school systems (more so than print).  This would especially be beneficial for students to gain points for reading programs such as the AR program.

2.  E-readers, such as the Kindle and Nook, have an extensive battery life which lasts up to 8 weeks without requiring charging.  Logistically speaking, while utilizing these devices as textbooks in the classroom teachers can better manage the classroom without having to worry about someone's device dying or students rushing to a power outlet in order to complete his or her reading.

3.  Many of the Android devices are a very reasonable expense.  The funds received to purchase tablets can be stretched further if choosing to purchase one of the least expensive devices.  Almost every device offered does not require cellular data plans (although Kindle Fire and Nexus offer these); therefore, the cost is all upfront in purchasing the machine.  

Cons:
1.  Because Android is an open operating system and is sold to whichever tablet manufacturer purchases the program, updates do not always work on each device; therefore, the needed updates may be incompatible with the physical device.  With multiple manufacturers and the cut throat market in technology, many devices will lose the support needed to continue functioning properly and efficiently.


Windows (Microsoft)

Pros:
1.  The software on the tablet matches that of the laptop or desktop computers exactly.  Therefore, if the school uses Microsoft devices in other areas of the school (such as the library or computer lab) students and teachers will be familiar with the operating system.  The consistency provided through using the same operating system would be beneficial in promoting the ease of use for students who already know how to use the device, cutting back on training time within the class setting.

2.  The Surface tablet includes an array of ports (alike a laptop).  This is unlike many tablets available to purchase.  This is a bonus due to the ability students have to upload or deport files from SD cards or USB drives directly to or from the tablet.  Therefore, students have the ability to connect devices (other than wifi) to the tablet for projects.

3. The storage capability of the Surface exceeds most other tablets.  The two options (Surface Windows RT and Surface Windows 8 Pro) include more than enough storage for projects students are working on for class.  This can include the traditional paper and presentation assignments compatible with Windows programs as seen in a typical classroom.  Therefore, teachers and students planning to store work directly to the devices may deem the internal storage as a benefit.

Cons:
1.  Because of the size of the operating system, Window's devices are very large which in turn boosts the price of the tablet.  Therefore, the size and cost are two of the drawbacks to choosing this device.  Elementary school students could handle a smaller device better due to the child's physical size.  Also, students in younger elementary classrooms do not need as much memory space to save their assignments which Window's devices have (boosting the cost again).  These devices can even become more expensive than a laptop computer.  For the purposes of supplementing the curriculum in the Elementary school setting, this device would not be as efficient and practical for the purposes and ages of the students and school.

Cellular

In the field of education, the access to internet is not available to many students outside of the walls of the school.  Taking this into consideration, many students will not be able to complete certain tasks or assignments on the tablets unless they have connection to the internet.  One option available to educators is to provide cellular data which allows the tablets to connect to cell phone towers, providing internet.  However, this boosts the cost of the device due to the contracts required to pay for the services monthly.  Such plans can be established on each of the three leading companies (although only on the certain cellular compatible devices).

Pros:
1. All students have access to assignments which require internet connection
2. Device connects to either wifi (when at school or in a location that offers free wifi) or cellular data (when wifi is not available)

Cons:
1. Monthly data charges
2. Overage fees for using too much data (although this can be avoided by placing a data cap on each device)

Considerations:
If the school chooses to buy cellular compatible tablets, contracts are required leading to data charges.  If the school chooses to purchase wifi only devices, they can never become cellular compatible.

Final Thoughts

Within an elementary school setting, I believe the iPad will be the most effective tablet to purchase due to the size, ease of use, affordability (for the mini), and numerous apps available for educative purposes.  The school system should purchase wifi only devices for the majority of students and conduct a survey to find out how many students do not have access to the internet at home and provide those students with the cellular option.  This will guarantee each child an equal opportunity while maintaining appropriate expenses for the school system.