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Target Learning Outcomes

Intellectual Skills

  • After reviewing the mini-course, individuals will execute the purchase of iPads, set-up an education account with Apple's volume purchase program, and create an Apple ID to be used with all iPads in the school by setting up a school's iPad technology program when their school or agency requires the need.

Cognative Skills

  • After completing the mini-course, the individual will choose which method of purchasing apps will work best within their own school. The individual will identify key concepts to consider about which types of apps to use and how to balance cost over use and need.


  • After completion of the mini-course, individual's within an agency/school will make choices that serve the best interests of their program and the students involved, both academically and financially.

Needs Assessment

Instructional Need

  • There is a push for greater infusion of technology, such as the iPad, into special education. (Wakeman, S., Karvonen, M., & Ahumada, A. (2013). Changing Instruction to Increase Achievement for Students With Moderate to Severe Intellectual Disabilities. Teaching Exceptional Children, 46(2), 6-13.) Self-contained educational facilities tend to have students with high needs, which results in a somewhat different approach to their needs and use. Having a systematic approach to setting up a simple iPad program, to expand on based on individual school needs, can help to avoid mistakes that could be both costly and time consuming.

What Is To Be Learned

  • Learners of the mini course will gain knowledge about policies and procedures for setting up accounts with Apple, and also have a greater understanding of what they may or may not need for their own school program. This includes assessing hardware needs (the iPads) and software (the apps)

About the Learners

  • The expected learner would be an agency administrator. This individual would be knowledgeable in the basic use of iOS hardware, such as the iPad, and also be familiar with basic terminology, such as “apps”, “AppleID”, or “log-in procedure.” The individual would have an understanding of what their agency has for students and what the educational needs of their students are. Their typical students would have moderate to severe disabilities, but recognize a tablet computer as a device that has input and output functions.


  • The content will be broken down into units that target certain needs. Units will consist of instruction on do’s and don’ts and also offer advice on choices for individual schools. Individuals will conduct self-assessments that will guide their overall understanding of what they will need to begin their own program from the ground up. Units will also include the beginning instruction on how to set up accounts and create real educational accounts. Instruction-based learning will be used to convey information that is key to successful problem-based learning (PBL) that individual agencies will face when deciding how to proceed with their own technology programs.

Explore instructional problem/solution

  • There is a large divide still between those that know what procedures are required for a new technology program those those that do not. In order to reduce the issues related to logistical roadblocks, such a course can help individuals feel more confident about basic questions and concerns that they may be presented with during the set-up phase of a technology program.

Generate Goals

  • Learners will be able to demonstrate the ability to complete online account set-up and purchasing of hardware and apps with the goal of a successful technology program that can evolve to the the needs of the agency or school.

Performance Objectives

Objective #1

  • Given a school with a need for an iPad technology program, learners will be able to choose how many iPads would be needed to start a basic iPad program for a school, as well as if iPads are appropriate, know what the current financial requirements will be, within the budget for purchasing technology such as iPads.

Objective #2

  • Given a school with a need for an iPad technology program, learners will generate an educational account with Apple and be aware of certain procedures that will be helpful to the long-term success of a technology program, in order to allow the agency/school to use the program by any employee that is designated in the future.

Objective #3

  • Given a school with a need for an iPad technology program, learners will select and use accessories and storage (logistical) items, within the budget and space constraints of the school/agency.

Objective #4

  • Given a school with a need for an iPad technology program, learners will demonstrate how to assess the needs of their individuals and how to test, and select apps, within the budget of the school/agency.

Objective #5

  • Given a school with a need for an iPad technology program, learners will identify what the program is doing for their school/agency and then decide how to expand and improve their individual programs based on their own students’ needs, within the logistical guidelines of the agency/school.

Task Analysis

Course Purpose

  • The purpose of this course is to help administrators and other education agencies have a basic foundation of skills and knowledge in order to set-up a simple educational iPad program.

Learning Outcomes

  • After completing this course, learners will be able to do the following:
  1. Purchase iPads for the school/agency
  2. Create an Education Apple ID
  3. Select and purchase appropriate accessories for the program
  4. Select new apps based on student needs
  5. Make improvements to the program based on individual school/agency needs

Essential Prerequisite Skills

  • In order to complete the course, Learners must be able to:
  1. Have general knowledge of the school/agency budget
  2. Be able to use a computer and the internet
  3. Understanding of privacy laws within education
  4. Data/knowledge of individuals being served by the school/agency

Supportive Prerequisite Skills

  • In order to complete the course, Learners must be able to:
  1. A positive attitude about the impact of technology on education
  2. Creative thinking with regards to budgeting
  3. Knowledge of student-centered learning and impact of educational technologies
  4. Understanding of privacy laws within education

Curriculum Map