James Puglia

Plum+™ Phablet White Paper

December 11, 2013

Table of Contents

  1. Background ……………………….....……………..…………………………………....2
  1. Solution- Why a Phablet …………..….………….…………………………...………....2

III. Description of our Phablet....……...…...………………………………...…………..……3

IV. Benefits of Plum+™ Membership…………………………...... ………………..…….. 5

V.Training – Onsite and Online.....……..………..…...…………..………………………….5

VI.Global Community..…………..……..………..…...…………..…………………………. 5

V.Future Growth and Reasons to Stay with the Plum+™ …………………………..…….6

Background

Public schools in the United States aim to offer more opportunities for students to be engaged with learning activities. Students continue to live an “anytime-anywhere connected World.”They have the ability to learn, find information, and more importantly, become creators of content. Moreover, students are very comfortable learning with technology, particularly through the use of mobile devices("Mobile Learning: A Genie on the Loose," 2013).

As schools struggle with sustaining students’ attention and motivating them during the day, educators continue to search for ways to help students become more engaged with learning activities(Denton, 2012). Technology is not a panacea for educational problems, but when used appropriately can help both students and teachers for a variety of learning situations.

Recently, the sales of mobile devices, such as tablets and phablets, have significantly outpaced those of desktop and laptop computers. A 2013 PEW research report on tablet usages states that 34% of adults in the United States owned a table device (Rainie & Smith, 2013). A similar report indicated that 56% of adults owned a smartphone(Smith, 2013). While there are differing causal effects for the accelerated adoption of tablets and similar mobile devices by consumers, their growth cannot be ignored. However, it is imperative to ensure that the adoption and a roll-out of phablets to school districts is not a response to the great influx of these devices in the greater personal consumer market.

Solution: Why a Phablet?

We know that you had many choices before choosing our product and we are grateful for the opportunity to work with your to help educators and students benefit from the portability that it offers.

Moreover, schools have a fixed schedule with bells and time constraints that dominate both the teachers’ and students’ days. Traditionally, the opportunity to learn was bound by these fixed situations. Teachers have struggled to adopt student use of technology in classes due to past hardware problems when implementing technology (Cuban, 2003). The more common issues that educators and students face when using laptop computers are their relatively short battery life during a school day. These obstacles make it difficult for educators to rely solely upon laptops.

In addition to portability, another compelling reason for a phablet is that it will drive authentic student and teacher learning practices (Edelson & Reiser, 2006). Applications that support learning have transitioned to the cloud, where students and teachers can access their work from any device. Cloud computing applications that enhance learning put the student in the forefront as the creator of a project. Also, all individuals who use the phablet device can begin a project with this device and then move and back forth between other technology devices to complete them once they are away from school (Thomas, 2011).

The phablet’s goal is to become seamless when incorporating technology into lessons. It will be much like carrying around a pencil and notebook for writing. However, the great advantage here is that it unlocks the potential for opportunities for deep and meaningful learning. Included in a phablet should be features that will make it viable to use. As voice-to-text technology continues to improve, the future points to ubiquitous use of this technology on all computer hardware devices, including phablets (Zumalt, 2013).

Many public schools are currently employing one-to-one laptop initiatives. The phablet aims to complement your school district’s existing computer hardware. Another potential advantage of a phablet is the potential for superior battery life over larger devices, such as laptops and other tablet computers.

An ordinary phablet may not suffice when it comes to educational setting and for student-centered learning. However, a phablet that is created that meets the demands of all constituents, staff, administrators, teachers and student, can be met through our phablet’s distinct advantages, which include exemplary hardware, software and support.

Description of our Phablet

We think you will be more than happy with the cutting edge technology that our Plum+ Phablet provides. This phablet is unlike any device in the market. Beloware the features that will benefit the educational sector with examples for implementation.

  • This unique operating system is able to boot in dual platforms of Apple IOS and Google Android. It runs similar to some Apple computers that are able to run both Windows and Apple’s latest operating systems. With this individualized agreement with these companies, the Plum+ Phablet has positioned itself ahead of similar companies within the education market. Users have a larger pool of applications to download to use to foster and enhance learning. More importantly, users don’t need to worry about platform-specific software.
  • The battery life of any mobile device, whether it is large or small in size, is a significant consideration when purchasing hardware. The Plum+ Phablet’s patented technology has made it possible for the phablet to run with regular use for one month. This breakthrough in battery technology should overcome some of the obstacles that have faced roll-outs of laptops and purchasing of cumbersome charging stations. The only potential problem is that you might forget that you have to actually charge it once a month. No worries. Appropriate reminders are given to you when the phablet has only a few days left of use.
  • Another innovative component of this phablet is the development of holographic

technology. The holograph keyboard makes the need for external keyboards irrelevant. In order to set this feature, make sure you have a flat surface where you would like to type. While it takes some practice at first, the holograph keyboard makes this a truly portable device.

  • Other holographic technological advances have made the display project on a large screen or a flat desk. Here, individuals are able to manipulate data in different environments to help with learning activities. This projection comes as large as that of a traditional projector display on a large screen that is usually positioned in the front of a classroom.
  • Voice-recognition technology--or voice to text--continues to become more a more prevalent option for learners (Zumalt, 2013). The software application made specifically for the Plum+ device makes this a technology that can be used by all. It is much easier to train than current applications that are available for a computer, phablet or tablet. Educational technologists realize that the future of this type of technology will help differentiate learning for all.
  • The show-stopper is that this phablet can be enlarged. The phablet can expand to the size of a tablet device and also revert back to the size as of a large smartphone. You will be amazed at the versatility of this feature. The features are displayed in the diagram below.

Benefits of Being a Plus Member

There is a one-button touch for instant customer support that can take place in the form of a video chat, text dialogue and/or help features. Instructive videos are available to learn how to complete tasks. The videos are short in length and guide you through the steps with immediate feedback.

Plum+ membership enables individuals to connect with users throughout the world that have purchased the device and rolled it out. This + or enhanced membership enables priority technical support through both telephone and device help.

Moreover, individuals are connected globally and there is an online web-platform where individuals share exemplary lessons. The Plum+ membership has individuals that are suited for your specific position in the company. For example, an administrator that needs help would be directed to a technological support person that has direct experience working or being an administrator. The same is true for other specific position within the company. Library media specialists can be transferred directly to support staff that has worked in this field. Teachers also have former educators that work for Plum+ and understand the many demands placed upon a teacher during a school day, week, and year.

Training (Onsite and Online)

In addition, the benefits of onsite and online training come with the Plum+ membership. Training can be scheduled onsite in a district with personalized lessons. For example, the mathematics department may want to setup training to find specific uses of the phablet that connects with the Mathematics Common Core Standards. Trainers are available to help and will prepare in advance for the sessions.

Online training takes the form of both webinars and class tutorials. The online tutorials are short video snippets that run people through specific tasks. Here, user are able to monitor and regulate the pace at which they are learning (Sansone, Fraughton, Zachary, Butner, & Heiner, 2011). Many of the sessions are setup to help users try new application. For example, the library media specialist may have a lesson connected with Internet research and evaluating websites. This platform differs from competitors in that immediate feedback is provided through sound instructional technological design. The training also meets the needs of administrators and support staff. Students will benefit with ways that can help them create projects that foster authentic learning.

Global Community

As the World continue to grow interdependent, the Plum+ Community will help individuals learn with one another. The sharing of global leaning concepts will take place on the Plum+ Global Community. The ability to learn with one another through social dialogue and an online community has shown efficacy as it relates to learning outcomes (Greenhow, 2011). Please use the Plum+ Community at

Moreover, there will be an international conference that is free for Plum+ users to attend. Obviously, it will be difficult for all to attend. We have a solution, as there will be a conference that is conducted completely online. The more users can share, create and use the phablet to help educate students, the better the phablet will become. Our goal is that the learning drives the use of the phablet.

Future Growth and Development

While we have brought the most complete mobile device to K-12 schools, we will not rest on our recent accomplishments. Plum+ has a forward-thinking design team and all staff members are committed to the success of this device. The input and feedback that you provide is vital to its success. Together, we will help one another make the device a key component in fostering real-life, engaging and motivating educational practices.

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REFERENCES

Cuban, L. (2003). Oversold and underused: Computers in the classroom. Boston, MA: Harvard Univ Press.

Denton, D. W. (2012). Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing. TechTrends, 56(4), 34-41. doi:

Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners. In R. K. Sawyer (Ed.), The cambridge handbook of learning sciences (pp. 335-354). New York, NY: Cambridge University Press.

Greenhow, C. (2011). Online social networks and learning. On the Horizon, 19(1), 4-12. doi:

Mobile Learning: A Genie on the Loose. (2013). [Article]. Educational Leadership, 70(6), 8-8.

Rainie, L., & Smith, A. (2013). Tablet and E-reader Ownership –2013 Update. Pew Research Center, Washington, DC, June, 2013.

Sansone, C., Fraughton, T., Zachary, J. L., Butner, J., & Heiner, C. (2011). Self-regulation of motivation when learning online: the importance of who, why and how. Educational Technology Research and Development, 59(2), 199-212. doi: 10.1007/s11423-011-9193-6

Smith, A. (2013). Smartphone Ownership–2013 Update. Pew Research Center, Washington, DC, June, 5, 2013.

Thomas, P. Y. (2011). Cloud computing. The Electronic Library, 29(2), 214-224. doi:

Zumalt, J. R. (2013). Voice recognition technology: Has it come of age? Information technology and libraries, 24(4), 180-185.

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