Edublogs has a great site on ipadagogy workflow lessons, resources and research. Follow the link to read more.
“Our experience so far, suggests that students who are confident iPad users ignore unknown vocabulary, progressing through exercises, whilst iPad newcomers are hindered by the wide variety of commands. One solution is to sit experienced and inexperienced iPaders together, but as previously mentioned, a downside for the EFL classroom is that all aid so far has been given in the mother tongue. Hence, a syllabus aim is to identify the communicative meta-language needed for student to student iPad instruction such as:
What do I tap now?
How do I get back to my work?
Use the arrow in the top right hand corner.
Who will I email this to?
This will need to be given in addition to the usual classroom communicative meta-language that students are encouraged to use such as
Who is in group one?
What is the answer to number three?
Who wants to write this down?
Who wants to start?
Can you look up this word in a dictionary?
Our initial impression is that four levels of ability are emerging when teaching through iPads:
Students who are competent iPad users, have comparatively good levels of English and so finish tasks quickly.
Students who are less competent iPad users, but have comparatively good levels of English and so finish tasks in average time.
Students who are competent iPad users, but have comparatively good levels of English and so finish tasks in average time.
Students who have lower levels of proficiency in both iPad use and language and who struggle to finish tasks.”