Students will have access to iPads as part of technology improvements in ISD 2142. At Monday’s meeting, the board approved the purchase of 300 of Apple’s popular tablet devices at a cost of $235,424, despite some reservations voiced by the district’s technology technician.

The iPads are part of a larger technology package that includes new audio-visual computer systems for all classrooms. In addition, each elementary classroom will be equipped with six to eight computers for center-based instruction and high schools will each receive a portable notebook lab in addition to wired-graphic labs.

Board members had delayed action on the iPad portion of the technology package until they had a clearer picture of the district’s finances for 2012, but were assured on Monday by Business Manager Kim Johnson that funds were available for the purchase.

Markus Hoche expressed some concerns with iPads, noting that they were incapable of being used for testing and other school computer programs reliant on Flash technology. He also noted that a number of textbooks were not available in an electronic form compatible with iPads.

“It’s still relatively new technology,” he said, adding that iPads arrived on the scene about 16 months ago. He said a variety of alternative tablet devices compatible with Flash were available and suggested that the price would likely be significantly less a year from now.

Hoche said his personal preference was to buy more computers, noting that he thought the high schools didn’t have an adequate number of stations for testing.

But new Superintendent Teresa Strong, who as part of a district delegation visited Apple headquarters in California, advocated purchasing the iPads, saying they offered a different learning experience for students.

Others noted that iPads offer a number of applications that have educational applications and suggested that Apple is developing an application that will widen the field of electronic textbooks available for iPads.

The use of iPads in classrooms is a hot topic. Although an Australian research project cited the benefits of technology in classrooms, some have raised questions about the devices, questioning if they may just be the latest fad when it comes to education.

Several years ago, similar buzz accompanied the introduction in Great Britain of the SMART Board, an interactive white board that educators hurried to install in virtually every school.

After a decade of research, they concluded its effectiveness simply depends on what you do with it, according to Daniel Willingham, a psychology professor at the University of Virginia who specializes in cognitive approaches to education. If you just give iPads to students and teachers and expect good things to happen, you’re probably going to be disappointed, he concluded.

“The key is whether good stuff makes its way to the classroom,” said Willingham. “If it does, then there’s a real likelihood (the iPad) will stick around. If not, it may end up being the flavor of the month.”

Board member Gary Rantala, who had questioned if iPads would give students practical experience that could translate to the workplace, opted to support the purchase along with the rest of the board. Rantala said having a mix of computers and technology would offer students the best of both worlds.

Seventy-five of the iPads will be distributed to teachers. Sixty each would go to the North Woods and South Ridge schools for students while 45 each would be designated for Cherry and the Northeast Range School. Fifteen would go to Tower-Soudan elementary students.

The package also includes seven PowerSync carts and Macbook computers to use in conjunction with the iPads and 50 VGA adapters that could be used to plug into the schools’ projectors. Training by Apple staff on the use of iPads to create movies, music and art will also be provided.

In other business, the board allocated $135,000 for more programming for Learning Readiness and Early Childhood Family Education. Learning Readiness preschool classes will expand from one full day per week to two full days per week to provide a better transition for students to all day, every-day kindergarten.

In addition, funding has been provided for more Early Childhood programming and more community special events.