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iPad use in formal learning environments, by all accounts, is soaring.

Due to the almost magical ways it promotes interaction, that makes sense.

But when learners are using the iPad, what are they doing? What exactly?

Oftentimes the novelty of technology can mask the more important reasons for learning, and general cognitive patterns. In response, we created a kind of spectrum moving left to right from passive consumption, to more active collaboration, to original production.

Each activity or task is also paired with a suggested app in bold, though other apps could fill the roles shown.'

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