1:1 IPad Program 2016

Information Booklet



At Lorne-Aireys Inlet P-12 College, we understand that the need for up-to-date technology for learning is not optional. Technology now forms a vital part of a high quality, fully rounded education in the 21st century. Young people are now using technology to assist them in life and learning. We feel the need that students must be able to access digital information, tools and resources from anywhere, any time and in ways that lead to a deeper engagement and understanding.

We believe that today’s students think, connect and communicate differently to the way their peers did only a few years ago. We are aware that our students live in a world where information can be accessed and shared quickly over the Internet; where they can communicate with peers and create new knowledge.

As technological trends continue to expand and grow, so do the needs of our students. With the introduction of tablet computing and mobile device technology, we as a College need to ensure that our students are using rich and relevant technology to complement their learning.

With the introduction of mobile device technology we have seen a greater shift in learning and education moving from inside the classroom to out, and the development of students as more independent and self initiated learners.

“If we teach today as we taught yesterday,
we rob our children of tomorrow.”
John Dewey

The use of technology in our setting has certainly taken us on an amazing journey since we implemented our first 1:1 netbook program in 2013. To develop and foster a whole college culture of technology integration from the start has certainly led us to where we are now: educational leaders in technology integration.

We as a College have worked tirelessly to ensure that even with the integration of high end technology to support learning we never lose focus of the number one indicator that promotes student learning:  good teaching.

Even though the students of today will know nothing less than the technology that is always available to them, as a College we need to ensure that we are constantly delivering the best teaching practices to our students. We are fully aware that the students we are now teaching are:

With students having 1:1 access to their own device, they can utilise their technology to support the above.


DEECD’s 2011 iPads for Learning – In Their Hands trial placed around 650 iPads in ten primary, secondary and special schools. The trial has investigated the capacity of iPads to:

… and found that effective use of iPads can lead to all of these outcomes.

1:1 iPad programs in schools have enriched student’s lives by allowing them access to ‘anywhere, anytime’ learning. With mobile technology integration students will be able to access the Internet, use organisational tools and engage with high quality resources available whilst being mobile.

Students will be able to take notes, plan, problem solve, collaborate, word process, produce and create presentations and videos that combine many multimedia elements. In addition, as we move towards eBooks to replace textbooks, the iBook application is an extremely effective way to get the most from digital books with the added benefit of the built in dictionary, search and highlight feature, note taking and sharing tools. Through the Apple App Store students have access to an enormous quantity and quality of applications, educational games and books not available on a laptop device, and without spending costs soaring.

We believe that the best device for 1:1 computing is a mobile, personal device. Of the available tablet devices the iPad is the current market leader and the only tablet device that works seamlessly with the EduStar network infrastructure. The iPad is compact in size and lightweight, making it ultra-portable. Its battery life will get through the whole school day without requiring charging. It’s an instant-on, simple and reliable device. It supports essential learning with no complications.        

Our children are growing up in a vastly more complex world than we did. There is now so much information that is freely available on any topic at any time. Communication can happen in an instant with people in any part of the world.

Because of this, the ‘basics’ of education have changed. Yes, literacy and numeracy are still the core of our school’s focus. However, school is no longer about learning content as much as it is about learning the skills and habits of mind that will allow a student to be a successful lifelong learner. Skills like information literacy, collaboration, creativity and innovation, critical thinking, problem solving, and ICT literacy all now form part of what should be ‘the basics’ of a child’s education.

As a result, what happens in our classrooms has changed quite dramatically from even a few years ago. Students are now involved in real world challenges that require them to solve problems as a part of a team. Their solutions are designed from their own investigations which involve researching a wide variety of resources and communication with experts and relevant members of our community and the wider world. They are not only learning about the topic at hand, but about the power they can have to affect change in our world, and what it means to be a global citizen in an increasingly interconnected world.

In this environment, ICT tools are essential. It is no longer good enough to have a scheduled ‘computer time’ on shared devices. It is also not appropriate to have students ‘staring at a screen’ all day. The tools our students use as part of their investigations need to be there, in the background, available when they need them as a small part of a bigger task. Much of the student’s iPad use might be in 30 second blocks. They may need to check a fact, look up where a town is on a map, jot down a key bit of information. Having a tool on hand progresses their learning immediately.

It also allows them to document their learning in a way they never could before. Being able to take a photo or video of an experiment and save it to a blog along with their reflections; recording a video diary of their learnings at each stage of a process; sending photos or sections of a piece of writing to their teacher via email or a shared document to get real time feedback. These things, which were all fantastic futuristic visions only a few years ago, are now being made a reality for Lorne and Aireys Inlet students.

In the key areas of explicit numeracy and literacy teaching, our students will have 1:1 access to hundreds of thousands of resources and apps that can support them in their learning. Every imaginable resource is on hand for them, from a virtual calculator, to interactive tables games, to spelling and grammar resources – there are so many possible learning avenues that the iPad makes possible, with every different learning style now being far more easily catered for. These digital resources also allow our teachers to differentiate their curriculum to meet your child’s specific needs in a way that simply wasn’t possible before. Interactive videos explaining specific Maths or English concepts can be accessed by the students at any time in any place. It’s no longer a case of ‘if you didn’t understand the teacher when they explained it then you’ve missed the boat’.

Lorne-Aireys Inlet P-12 College is extremely excited by the possibilities our 1:1 iPad program represents for our students next year. We hope you are too!

The 1:1 iPad Program

“Teachers need to stop saying,
‘Hand it in,’ and start saying ‘
publish It,’ instead”

Alan November

In 2016 we are heading into new territory for the integration of 1:1 technology in an educational setting. There are a number of methods Colleges can choose when deciding on moving towards a 1:1 technology program, in partnership with families and the community, to implement such programs. Since 2013 we have been seen as educational leaders in 1:1 technology integration into teaching and learning, this has also included the management of coordinating of such high quality programs.

At Lorne-Aireys Inlet P-12 College we want our students to strive for excellence through a personalized learning program that integrates the curriculum and fully exploits the use of Information and Communication Technology (ICT). The use of a 1:1 device along with newly integrated technologies such as the use of Google Apps, Edmodo and cloud computing, will work seamlessly in building the knowledge and capacity of our young learners.

The Year 4-5 1:1 iPad Programs will assist us achieving this by –

We need to ensure that our students are using technologies to assist their learning and cater for their diversified needs as technology use begins to play a greater role in their lives.

The 1:1 iPad program at Lorne-Aireys Inlet P-12 College in 2016 involves a combination of BYOD (Bring Your Own Technology) technology integration as well as the use of devices belonging to the College itself.

BYOD (Bring Your Own Device) Devices

This technology will be able to access the School’s wireless network anytime and anywhere. Giving students the opportunity to use their own device, one with which they are most comfortable, we feel is most ‘effective and beneficial’. As students have full access to their own software and applications, they then are the administrators as to how their device is managed.

Students are free to bring their own technology from home to utilise as part of their learning. All guidelines contained in the ICT Acceptable Use Policy must be adhered to. This agreement is to be signed by all students, parents/guardians at the beginning of each year.

With students bringing their own devices to the College we need to ensure that the technology that they are utilizing is relevant for their learning needs. Below you will find the requirements/recommendations for student owned devices.

Device Recommendations

Operating System: iOS 7

Capacity: iPad - 16GB or higher

Wireless Connectivity: 802.11 G or N

Keyboard: External Bluetooth Keyboard recommended but not necessary.

Power Adapter: All iPad charging is to be done at home. There will be some spaces for students to charge devices whilst at school, however, this will be limited.


At Lorne-Aireys Inlet P-12 College we design all learning programs based on the AusVELS (Australian Curriculum in Victoria). “AusVELS is the Foundation to Year 10 curriculum that provides a single, coherent and comprehensive set of prescribed content and common achievement standards, which schools use to plan student learning programs, assess student progress and report to parents.”

The new AusVELS incorporates the Australian Curriculum F-10 in Victoria for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS). AusVELS uses an eleven level structure to reflect the design of the new Australian Curriculum whilst retaining Victorian priorities and approaches to teaching and learning.

Students in the 1:1 iPad year levels will work within these standards including Literacy, Numeracy, The Arts, Humanities and Science. With this in mind, the iPads that students have access to will provide them with heightened access to research, publishing, problem solving, designing, and the presenting of their achievements in a fluid and flexible learning environment.

When planning classroom programs we understand that there is a time and place for technology to be integrated. Teachers will facilitate technology use in conjunction with the students to ensure the technology available becomes a powerful tool to support the teaching and learning that is occurring, and not the focal point.

With students in Prep and Year 1 beginning their educational journey, we will ensure that, like across the whole college, that the technology integration is paramount to supporting learning where applicable. That technology use does not become a focus for learning, but merely a tool to support it.

Students will:

  • develop new thinking and learning skills that produce creative and innovative insights                                                  
  • develop more productive ways of working and solving problems individually and collaboratively                                                                                                                                          
  • demonstrate their understanding of concepts, issues, relationships and processes
  • express themselves in contemporary and socially relevant ways
  • communicate locally and globally to solve problems and to share knowledge
  • understand the implications of the use of ICT and their social and ethical responsibilities 

Key Elements:

  • ICT for visualising thinking
  • ICT for creating
  • ICT for communicating

What does this look like

What does this look like at 1-2?

What does this look like at 3-4?

What does this look like at 5-6?

  • Basic computer skills
  • Safe handling of devices and equipment
  • Familiarity with a range of software
  • Basic computer skills
  • Safe handling of devices and equipment
  • Use of a range of software
  • Creation of simple information products
  • Basic computer skills
  • Safe handling of devices and equipment
  • Use of a range of software and multi-media resources
  • Basic skills in research, communication, analysis, creation and presentation of data
  • Basic computer skills
  • Safe handling of devices and equipment
  • Use of a range of software and multi-media resources
  • Basic skills in research, communication, analysis, creation and presentation of data

Inquiring with ICT

Inquiring with ICT

Inquiring with ICT

Inquiring with ICT

  • Create a class list of what information is and where information can be found, (eg. CD’s, books, newspapers, magazines, television, radio, people, Internet).
  • With assistance, record three facts from information sources about a topic (eg. Information about cats from the Internet). Information sources should include Websites and Learning Objects.
  • Create a class concept map of different information sources, what kind of information they provide (eg. Phone book – phone numbers, map – directions, email, blogs) and which are safer resources to use.
  • ‘Untangling the Web’ – label the major features that assist when using the Internet (eg. Hyperlinks, back and home buttons).
  • Collaborative online research project using provided headings and the Big 3 - Plan, Do, Review (modified Big 6).
  • Information Process to collect information in the form of key points using a small range of resources, inc websites and Learning Objects and guided search engine use
  • Analyse two websites and discuss as a group the positives and negatives of them in relation usefulness, credibility, relevance and accuracy.
  • Collaborative online research project Use the Information Process (Big 6 see Appendix) to plan and carry out research within a WebQuest environment using provided resources and search engines.
  • Sort information collaboratively using concept mapping software
  • Construct a concept map of how different information can be organised (eg. Library, computer, filing cabinet, diary, blogs, wikis, databases and websites).
  • Complete a ‘SWOT Analysis’ for three websites on one topic looking at usefulness, credibility, relevance, accuracy and reliability
  • Collaborative online research project Use the Information Process (Big 6 – See Appendix) to plan and carry out research within a WebQuest environment using provided resources and search engines.
  • Sort information collaboratively using concept mapping software

Communicating with ICT

Communicating with ICT

Communicating with ICT

Communicating with ICT

  • Use the telephone – gradually becoming more independent. With assistance participate in conferencing sessions
  • Collaboratively send an email with an adult to a known audience (eg. Teacher)
  • Discuss the purpose of email use
  • On-air discuss what the Internet is and what is used for (look at pictures for cues)
  • ‘Features of an Email’ – label the major parts of a message
  • Hold a conversation via email with known person with some assistance and include address, subject, greeting and closing
  • Discuss Netiquette.
  • With assistance participate in one type of Internet based communication (Discussion
  • Board, Web Conferencing).
  • Participate in a collaborative project (eg. Travel Buddy).
  • Create a poster showing all the different methods of communicating electronically and list etiquette of each
  • Send an email using Blackboard and hold a conversation via email with a known person.
  • Participate in two Internet based communications (Wiki, Blog, Chat, Discussion Board, Web Conferencing) with known and unknown participants eg. guest).
  • ‘Compare and Contrast Communication Forms’ – analyse the different forms of communication (inc. positive and negatives)
  • Hold a meaningful conversation via email with an adult (who may not be known) independently and with attachments
  • Actively participate (may need some guidance) in a variety of Internet based communications (Wiki, Blog, Discussion Board, Chat, Conferencing)

Creating with ICT

Creating with ICT

Creating with ICT

Creating with ICT

  • Use the Writing Process to plan (ideate) and produce computer based products
  • Type a short passage and add an image with assistance
  • Compare and contrast printed and hand-created pieces of work (eg. Text versus handwriting, same text).
  • As a group, create a simple multimedia presentation on a topic.
  • Draw a picture and add a caption or sentence and title. Show use of click and drag
  • function.
  • Use the Writing Process to investigate, plan (ideate) and produce computer based products
  • Produce and evaluate a one page document with: • 1 line title with a font other than Times New Roman
  • Text using Times New Roman font in sentences and paragraphs
  • An image
  • Footer with name, class and date
  • Use of bullets or numbering
  • Use of bold, italics or underline
  • Use of automatic spell check feature
  • Create and evaluate a multimedia presentation that entertains or informs others and is based around a topic
  • Use drawing software to create images and patterns
  • Use copy and paste process to add to drawing
  • Use the Writing Process to investigate, plan (ideate), produce and evaluate computer based products including:
  • Produce a multi-page document with: 1 line title with a font other than Times New Roman
  • Text using Times New Roman font in sentences and paragraphs
  • Text double spaced
  • At least one self created image
  • Footer with name, class, date and page numbers
  • Use and discuss spelling and grammar tools when editing
  • Create a multimedia presentation that entertains or informs others and is based around a topic.
  • Use photography software to resize and edit photos.
  • Use ICT tools to repeat design elements to create patterns or backgrounds.
  • Spreadsheets/Graphing with:
  • Title
  • Table of Data
  • Footer with name, class and date
  • Graph
  • Evaluate products using set guidelines and sharing with peers.
  • Use the Writing Process to investigate, plan (ideate), produce and evaluate computer based products
  • Produce a multi-page document with:
  • Title page with title, name, class and date
  • Text using size 12, Times New Roman font in sentences and paragraphs
  • Text to be double spaced
  • At least one image
  • A table of information (generally a bibliography)
  • Footer with name, class, date and page numbers
  • A self-evaluation
  • Multimedia/Webpage
  • Create an interactive multimedia item that informs others, is based around a topic and shows use of self -created: photos, images and sounds/music.
  • Spreadsheets/Graphing
  • Produce a document with:
  • Title
  • Table of Data, including formulae
  • Footer with name, class and date
  • Graph
  • Evaluate using feedback from others in an online environment.

Ethics, Issues & ICT

Ethics, Issues & ICT

Ethics, Issues & ICT

Ethics, Issues & ICT

  • As a group on-air discuss where computers are used and what for
  • As a group on-air discuss sensible computer use and rules they might have in their school room (eg. Pressing keys carefully, not drinking around the computer)
  • Discuss the importance of using passwords
  • With assistance identify the author of a piece of digital work or information
  • Develop a profile of a known person that uses computers – outline how they use the computer
  • Discuss best sitting position at a computer. Discuss use and storage of passwords inc stranger danger.
  • Construct an A4 poster showing the positives and negatives of using computers
  • Record a simple bibliography including titles and authors.
  • Compare and contrast a job/career pre computers and today.
  • Complete the Internet safety course/booklet
  • Collaboratively develop a guide to Netiquette and plan for dealing with inappropriate people or content.
  • Independently access online
  • Record a bibliography indicating author, title, publication details (books etc) and web addresses (Internet).
  • Create a poster showing a job/career and how it was pre-computers, today and how it could be in the future.
  • Construct a brochure outlining what copyright is and how it affects students.
  • Create anonymity through use of a nickname and avatar in online community

Operating ICT

Operating ICT

Operating ICT

Operating ICT

  • Label a picture of a computer – screen, CPU, keyboard, CD/DVD, memory stick, mouse, printer
  • Discuss on-air what computers are used for
  • Discuss best sitting position at a computer.
  • Looking at pictures for cues, identify a range of ICT devices
  • Discuss how well individuals use a computer and how they can access help
  • Navigate an interactive digital object (eg. Audio book, CD Game, Learning Object)
  • With assistance, log into an online community
  • Create a collage (using magazine or Internet
  • pictures) of ICT devices available – record what is included.
  • Use the correct position for hands on keyboard.
  • Use digital camera to take photographs and safely connect device to computer.
  • As a group, discuss how well individuals use a computer and how they can access help.
  • Navigate to known programs independently.
  • With assistance create a personal folder on computer to store work
  • Input/Output/Storage jigsaw using images of computer devices. Explain the positioning of images
  • Discuss future devices
  • Use Typing Tutors
  • Use digital camera to take photographs and with assistance transfer photos to computer
  • Navigate to unfamiliar programs by following directions
  • Logon independently to the online community using own password.
  • Create a personal folder on computer to store work
  • use work stored to create a simple personal digital portfolio
  • Collaboratively create a glossary of computer terminology, inc software types, file types and keyboard shortcuts
  • Use of Typing Tutors as required – record use in Blog
  • Record photo, video and audio, transfer them to computer and manipulate for use in pieces of work
  • Discuss how individuals can access help, including online and program based help facilities
  • Effectively create personal folders to store computer work and transfer files and folders to other media (eg. Memory stick or CD).

Key 1:1 iPad Information

There is no doubt that the students of today are evolving. That their lives, and ours, are changing with the ever expanding and ongoing developments of technology integration into our lives. As a College, we want to make sure that our students are involved in teaching and learning programs that are rich, relevant, and engaging.

General questions relating to both BYOD and College owned devices

Why use iPads for learning?

The key success factor for any Netbook or iPad program is not necessarily the selection of the device but rather is the use of devices by engaged, supportive and prepared teachers within the context of a broader pedagogical change program. (Keane, Lang and Pilgrim 2012)

Digital technologies are increasingly transforming the way we work, live, learn and play, offering new opportunities, better tailoring educational choices, and unprecedented access to services and resources. Social media, online games, multimedia, cloud computing, interoperable systems and mobile learning have become a pervasive and necessary part of everyday life.

The Horizon Report 2013 K-12 Edition identified mobile devices and apps as the two emerging technologies that would enter into the mainstream for schools within the next 12 months (NMC 2013). Mobile devices, such as the iPad, and apps can be used in educational settings as an annotation tool; to enable creation and composition; facilitate social networking; and provide rich tools to capture and edit video, audio and images. The portability, flexibility, and natural intuitive interfaces make tablets ideal devices for students to develop their 21st Century skills, such as creativity, innovation, communication and collaboration (NMC 2013).

Whether it’s connecting with new people via social media or discovering local resources recommended by an app, mobiles provide people with constant opportunities to act upon their curiosities and expand their knowledge. (NMC 2013)

The Department of Education and Training (DET)‘s 2010-2011 iPads for Learning – In Their Hands Trial placed over 700 iPads in nine primary, secondary and special schools and the Royal Children’s Hospital Education Institute. The findings of this trial were that the iPad was an effective and engaging learning tool, especially in primary and special settings schools; that quality teaching was the factor that enabled the iPad to be used effectively to improve student motivation, engagement and learning outcomes; and that teaching and learning success with iPads is more likely when they are used in a supportive school and home environment.

How often will the iPad be used during school time? What will it be used for?

As a College we place a major emphasis on students using technology to assist and drive their learning. However we also understand that, outside of an educational setting skills are still required and relied upon to complete everyday tasks. Staff planning their teaching and learning programs will certainly take this into consideration. That students  have a mobile device for anytime, anywhere learning to take place, does not necessarily mean they will using their device all day everyday. While the iPad should be able to handle most of a student’s computing needs, it is certainly not intended to replace a laptop/desktop device. The iPad is a companion device. The advantage of the iPad is its mobility and ease of use so it is the perfect tool to take to class, especially for younger students.

My child already has an iPad. Can that be used instead of purchasing a new one?

Yes. If your child already has an iPad, he/she can use it as their 1:1 device.

If you are purchasing a new iPad we strongly recommend buying an iPad 3 or 4 in order to get the most use from the device. Please be aware that traditionally Apple will only support the two most recent models of their devices (currently the iPad 3 and iPad 4), with software and hardware updates and support.

If you are planning on purchasing your own device, here is some information to assist you.

Parents and families who are wishing to purchase an iPad device can do so in one of two ways. Firstly, you can make a general retail purchase (JB-Hi Fi, Big W, etc.). Secondly, you can access our own online Portal (see information sheet for up to date details). 

Which model should I buy?

The minimum expectation is that each student in the year levels identified will have an iPad. The model (iPad 3 or 4, ipad Mini), and the size (16Gb-64Gb) are entirely up to you. The most common device we have by far is the 16GB Wi-Fi only model. 3G models are more expensive and require the purchase of a data plan.

The college strongly recommends that parents purchase the Apple Protection Plan for the iPad to extend the warranty and support period to two years.

Should I get the WiFi only or the Wi-Fi + 3G model?

When you purchase an iPad, there are two connectivity options available:

WiFi only – this means the iPad must be in range of a wireless network to be able to access the internet.

WiFi + 3G – this means that the iPad can access the internet via wireless networks, but also via a 3G network from one of Australia’s mobile phone providers (Telstra, Optus, Vodafone, 3 etc.). A micro-SIM from one of these providers is required for 3G access, with an additional ongoing cost.

We see some real advantages in the 3G option as it supports our vision of anywhere, anytime learning. A 3G-enabled iPad allows access information and learning content from anywhere they have mobile-phone coverage (café, park, in the car etc.). However, it is at our parents’ discretion as to whether the additional cost is warranted to enhance the students’ learning away from the college and/or home wifi connections.

Our wireless network at the College will ensure that all devices are connected to the internet at all times (whether 3G or not). While connected to the college’s network there is no charge for usage or downloads. Please note, while connected to the LAIP-12 College network, all traffic from the iPad passes through all our internet filters and security. A 3G–enabled iPad can bypass these filters as it uses an independent 3G network, outside of the college’s filters.

Should I get the 16, 32 or 64GB?

GB is spoken “Gigabytes” and refers to the volume of data the device is capable of storing. For school use a 16Gb model should provide ample capacity. The more applications, pictures, music and movies you want to store permanently on the device will determine the model you require.

Do I need to buy a case to protect my iPad?

Yes. We strongly encourage you buy a case for your child’s iPad in order to protect the device from damage. The iPad is a very robust device and can take a decent knock; however they are not indestructible. Students need to be cautious of not damaging their device and a cover/case will certainly assist them in looking after it.

What apps should I purchase and download so I am ready for school in 2016?

For Year 4 -6  students, we will be sending a complete list home of all apps we will require to support the teaching and learning occurring in 201.

Do I need wireless internet at home?

As the iPad is a wireless device it is most effective when connected to the internet, however, you do not necessarily require wireless internet. A lot of the applications that iPad’s run do not require an internet connection, however it does help and can enhance what an application can do.

Can the iPad open Microsoft Office documents such as Word, Excel or PowerPoint?

This is probably the most commonly quoted misconception when talking to people about using iPads. With specific applications installed on the device almost any document type containing images and text can be viewed. Google Apps, and Apple’s Pages, Numbers and Keynote apps can edit and save these types of documents. There are minor limitations with heavily formatted documentations and presentations but with a new device comes a new way of working and students will learn how best to work across both Windows and iPad platforms. It is the well designed compatibility across multiple platforms that is, in fact, what the iPad does very well. The iPad will also work with Mac documents.

I have a PC at home, not a Mac. Will the iPad work with my PC?

The iPad connects to either a Mac or a PC via the iTunes software. It doesn't matter what you have at home. The iPad will sync, backup and talk to either PC or Mac desktops or laptops. We will be recommending that students regularly back up the iPad on a home computer in case of damage or theft. If a student forgets their passcode this can be reset from the computer with which it was last synchronised. Information about the restoring and backing up iPads can be found at the Apple website http://support.apple.com/kb/HT1414.

Can parents control the use of the iPad at home including which apps are installed?

Yes. It is important that students use these devices responsibly and we will be working with parents to make sure that this is the case. Parents can set various controls and we will cover these features during our parent workshop sessions.

Will students need iTunes accounts to use with iPads?

Yes, and No. iTunes accounts, or Apple IDs are needed to download and install iPad applications, however we strongly recommend that parents/guardians create and set up the iTunes Accounts and do all managing for the students. Students must be 13 years or older to have their own iTunes account. This will ensure parents can monitor all applications that are being downloaded. We will discuss the options for setting up iTunes accounts in our parent workshop sessions.

Does an iTunes account require a credit card for purchases? How will I keep my student from charging iTunes purchases without my permission?

No. iTunes accounts can be created without a credit card, however you will need an iTunes gift card/voucher when setting up an account for the first time. iTunes gift cards can be used to credit the account so that purchases can be made to buy apps, music, TV shows and movies. Once the value of the gift card has been exhausted, no further purchases can be made until another gift card is added, or, you add a Credit Card to your account. Parents do have the ability to control the installation of applications and can set up an iPad to require a password. This affects the adding of applications, music, movie or tv purchases.

Will students receive support in setting up their iPads and how to best use it for their learning?

Yes. Teachers who have had extensive professional development will spend time with all students in their classes showing them the basics of the iPad and its operation and how it can support their learning.

What level of IT support will the College provide?

Our College helpdesk staff will be available to support iPad users and their families.

We will provide assistance with technical issues, such as ensuring that the student’s iPad connects to the Wi-Fi network and all available services such as email. The IT Department will not undertake mechanical repairs. All iPads should be under warranty, so any technical faults will be addressed under the terms of the warranty meaning that parents/families are responsible for having devices repaired.

Will students get another iPad to use if theirs is broken or is somehow made unusable in the classroom?

Depending on the College owned devices, if there are iPads available for students to utilise then yes, however this will be limited to a strict 2 week timeframe. For students who do not receive a spare device, other forms of technology such as classroom iMac devices will be able to be used.

What if my question isn’t answered here?

Please ask! We understand that there may be some early confusion and you may have questions that have not been answered in this document. We welcome input from parents, students, and the community and would be grateful for any constructive criticism. If you have any further questions or concerns about the program please contact the college through college reception and we will endeavour to get back to you as soon as possible.

As a college we have dedicated a great amount of time in investigating research in to 1:1 technology programs. As mentioned we see the use of the technology, primarily mobile technology, as an outstanding tool in assisting and complementing what the students are learning at the College.

For more information on our 1:1 iPad Program, please access Pads 4 Learning Blog: http://ipads4learning.global2.vic.edu.au/

Who will own the iPads?

Where the IPads are privately purchased, the iPad is the property of those parents, being used in conjunction with the school’s Acceptable Use Policy.

Warranty and Insurance

If you are providing a privately purchased iPad, you will have the option of purchasing the 24 month Apple Care or settling for the standard 12 month Warranty. You will need to pursue your own insurance for the device, whether it is through your Home Contents Insurance, or through specific insurance you seek out for the iPad. It has been our experience that insuring personal mobile devices is cost prohibitive, especially when the policy premium is combined with the excess required to make a claim.

Can I install my own apps?

It is the student’s responsibility, in association with their parent or guardian, to install the required apps onto their iPad, and to sync it to a machine at home to ensure all content is backed up. At the beginning of the year, all families participating in the program will be supplied with a list of apps that must be downloaded and installed. Instructions about how to do this will be provided. Students may install other apps or media on the iPad providing:

Downloading apps, music, games and videos from the internet during school hours is prohibited except when directed by a teacher.

How will I charge my iPad? Can I charge it at school?

All iPads need to be charged at home overnight and returned back to school fully charged at the beginning of every day. The iPad battery will last a typical school day. It will not be practical to charge iPads at school.

What kind of contract or agreement needs to be signed?

Where do the devices go when not in use?

When not in use, the devices will be kept in a locked area. No iPad is to be taken outside during recess or lunch times except for with the specific permission of a teacher. Students will be strongly advised to keep their iPads in their zipped up school bag when travelling between home and school.

How will teachers be trained and supported?

Our Year 4 & 5 teaching team has been working with iPads longer than almost any other teaching.

They undergo ongoing Professional Development in 21st Century curriculum delivery, which includes the role Lorne-Aireys Inlet P-12 College 1:1 iPad Program technology plays in how our students learn.

How much will the iPads be used in class? What about the issue of too much ‘screen time’?

Because the iPad is simply another tool that supports student learning (granted, a very powerful and multi-faceted tool), it is impossible to say exactly how much it will be used as this will change depending on the learning tasks at hand.

The concept of a 1:1 program is that devices can be there when needed to allow for ‘just-in-time’ learning. That is, where students can access key pieces of information where and when they need them to assist them in completing learning tasks. We view 1:1 programs as an opportunity to put IT equipment into the background of our students learning, rather than being the focus. It is no longer appropriate for students to have scheduled ‘computer time’ on shared devices, where they stare at a screen for extended periods and then have no access to them after that. A true 21st Century curriculum demands more regular access, but this access will often be in far shorter time spans. Students may need to check a fact, look up the location of a town on a map, use the calculator app to help solve a more complex equation, or watch a 5 minute instructional video. The devices may be needed in a variety of ways but only as a tool in support of achieving a broader learning task.

What about handwriting?

Students will continue to write with paper and pencil and work to improve their handwriting as well as developing  their keyboarding skills. Much of the time, pen and paper remains the best tool for the job. We will assist students to choose the correct tool for their learning tasks.

What about spelling?

There is a common myth that spelling is negatively affected by technology. This has not been supported by research. In fact, research is being done to find out if the opposite is in fact true. Spell checkers on electronic devices allow students to have immediate feedback on which words they have spelt incorrectly. This then allows students to pursue the correct spelling of that word within the context they are using it. Accurate and timely feedback such as this has consistently been shown to be the single most powerful influence on student learning.

We believe that for spelling to be properly learnt it needs to be explicitly taught, regardless of the amount of access to technology our students have. We have a whole school explicit spelling program running at Lorne Aireys Inlet P-12 College and this will continue in 2016.

How are you going to supervise the use of iPads?

Teachers will supervise students as they would for any learning activity as they create and maintain a safe, comfortable and learning-focused classroom. Appropriate use of the internet service within the DEECD network is closely monitored by a filtering system, which allows for inappropriate content blocking by a regularly updated list of categories and sites. This does not apply to use of devices outside of the school network.

At Lorne Aireys Inlet P-12 College we place an emphasis on cyber safety and appropriate use of electronic devices beginning right from the first day of Prep through to Year 12. Students will be challenged to develop their own ICT Acceptable Use documents as they are taught about their online responsibilities and their ‘digital footprint’. In this way, they have a shared understanding and ownership over the standards that are expected at our school.

In 2012, Lorne Aireys Inlet P-12 College registered to become an ‘eSmart’ school. This is a whole school program designed in conjunction with the Education Department and the Alannah and Madeline Foundation for schools across Australia.

This is a comprehensive cyber safety program and our students will be expected to meet its guidelines.

The school monitors usage at school, but who monitors it at home?

That is the responsibility of the parents. When off school grounds, parents have an obligation and full authority to monitor device usage. Examples of this include:

An aspect of this program we are greatly looking forward to is the increased communication and cooperation between home and school in regards to online behaviours and device use.

Available Support Resources

What if the iPad is used for inappropriate purposes?  

If behaviour occurs that is outside our school’s Information Communication Technology Student Agreement or 1:1 iPad Program Acceptable Use Agreement, the iPad may be confiscated from the offending student for a period of time, as deemed appropriate by that student’s teacher.

Will children be safe carrying 1:1 devices?

Experience here and overseas has shown that there are very few incidents while students travel to and from school.

Most of our surrounding schools also have 1:1 programs and student safety has not been an issue at these schools to date. Students will be strongly advised not to remove their iPad from their school bag between school and home.

How will the program be evaluated?

As with all teaching and learning programs at Lorne Aireys Inlet P-12 College, the effectiveness of this initiative will be continuously monitored. A more formal evaluation will occur in the second half of 2016. This will include looking at the program’s impact on such areas as literacy, numeracy, information literacy, communication, collaboration, creativity, personalisation of learning, differentiation, ICT skills and global connectivity. This evaluation may include, but will not be limited to:

Will my child be required to share their iPad with students that don’t have one?

No. The iPad you supply for your child is theirs to have as a personal device that supports their learning.

Students will be free to share as they wish, but will not be required to allow other students to use their iPad.

What if I choose not to participate?

While every endeavour has been made to make our program the cheapest 1:1 program on offer anywhere, we understand that the cost involved may still be prohibitive to some families.

We would ask that parents make an effort to engage with the school to discuss any reservations, and also read the available material in this booklet.

If for whatever reason you choose not to participate in the program, your child will still have access to our school ICT resources as usual. This program is not designed to replace school provided devices, but rather to supplement them. Our students will still have the same access to our central resource of laptops and iPads.

Acceptable Use Agreement

Primary Students - P-4                        


Cybersafety is an important issue for young children. By the time young children arrive at school many are already online or using digital technologies. They visit their favourite websites, play games and use social media or apps.        

The Acceptable Use Agreement is used by schools to support students to behave safely and responsibly online, both inside and out of school.                                                

Our school recognises the need for students to be safe and responsible users of digital technologies. We believe that explicitly teaching students about safe and responsible online behaviours is essential, and is best taught in partnership with parents/guardians. We request that parents/guardians work with us and encourage this behaviour at home.

At our school we:

Safe and responsible behaviour

When I use digital technologies I communicate respectfully by thinking and checking that what I write or post is polite and respectful.

This means I:

When I use digital technologies I protect personal information by being aware that my full name, photo, birthday, address and phone number is personal information and not to be shared online.        

This means I:

When I use digital technologies I look after myself and others by thinking about what I share online.

This means I:                        


Signed: Student


Signed: Parent