In the world of education, the absence of textbooks can pose a major challenge for teachers. It is in facing this issue that Chantal Gélizé, a Physics-Chemistry teacher and head of the Bac-Pro Laboratory Quality Control Cycle, found an innovative solution by integrating iPads into her classes, a decision that transformed her teaching method and the students' learning experience.

For years, Chantal made it a habit to provide her students with course materials she took the time to compose to equip them with the necessary tools for their education and to compensate for the lack of textbooks. For years, the teacher was accustomed to digitizing her courses, printing them, and distributing them to her classes. So many steps that, upon reflection, could be condensed into one thanks to a tool she already used in her daily life, the iPad. Convinced by the power of the tablet and with a joint push from her school principal, Chantal then motivated the implementation of the iPad at the Lycée Agricole of the Pays de Nay. After a startup period with the teachers, it was finally the students who were equipped with a tablet and began using it in their classes.

Thanks to a range of applications such as GoodNote, Chantal manages to offer her students instant and interactive access to all the courses she crafts, notably by creating laboratory notebooks, essential in her program's curriculum. iPads have become the central tool of this new pedagogical approach, eliminating the problem of lacking traditional textbooks.

On the students' side, a new enthusiasm is also being felt. The practical aspect of the iPad offers a significant time saving compared to paper textbooks, some of them mention. The ease of annotation, highlighting, and copying of information simplifies the carrying out of practical work, allowing students to focus more on the essentials. Students appreciate the ease of creating diagrams and quick access to protocols. However, some still prefer having a paper version as a complement, highlighting the diversity of learning preferences.

Training in the use of iPads played a key role in this transition. Students learned how to use the applications to master the tools, thus improving their learning experience. The handling of the tablet also allowed for greater student responsibility, Chantal emphasizes.

The great power of the iPad also resides in its high adaptability. Each student is different and while printed materials cannot be tailored to everyone, the iPad, on the other hand, can offer a personalized learning experience to the student. With native accessibility tools, each student can then take control of their education in their own way.  

The integration of iPads has solved the challenge of the absence of textbooks, transforming Chantal's teaching and empowering students in their learning. This digital revolution has not only filled the gap left by textbooks but has also opened the door to a new era of interactive learning. One thing is certain, Chantal will not turn back.

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