This is a tough situation. After all, iPads are meant to be personal devices. We ran a similar pilot last year with iPods. We found that some teachers had a personal iPod, so we only needed a few to give to the teachers. We had the same philosophy - teachers are more likely to use the technology if they have access to it on a regular basis.
Will your classroom set be used on a check-out basis? We allowed our iPods to go home with students last year. However, only 6 of the 25 parents showed up to sign off to receive the iPod, and one iPod came back cracked. However, this is why we run pilots, right? This year we plan to use the iPod cart for check out for the remediation block.
Personally, I don't think this is an optimal situation at all. I would probably use the iPad:
Hello! My name is Matthew Carr and I will be going into my fall methods and spring student teaching. I haven't had too much experience with iPads but what I have seen is that they can be very useful for teachers to teach all subjects. There are certain functions and lessons that each subject has and you can download that. I personally have used and played around with the lessons that each subject offered and they were very engaging and the kids would enjoy it because it is so visual.
I had an iPad during my student teaching. Since then I have been teaching online only so I haven't had a chance to see what new apps are out there to make this more fun but ---
When I was student teaching I used two apps heavily - iteleport and the iPad version of Bento. With Bento I was able to keep a running list of students, their grades, assignments, even extra notes. iTeleport allowed me to control my laptop from anywhere in the classroom.
Now - imagine you don't have an interactive whiteboard. I could simply hand off my iPad and have the kids solving problems for everyone to see. It also meant I was not trapped behind my desk while sharing multiple resources and apps from my computer. I also had three iPod touches and I was able to give one each to my large groups so they could collaboratively compose ideas and submit them online. Once submitted they were available on the overhead projector (digital though there was a transparency machine in the corner).
On the two occasions I was able to get a mobile cart the iPad meant I wasn't stuck at the front of the room - unable to monitor students computer use.
This transformed my formative assessments - active engagement was up...ahhh...if only the wifi at the community college I was working at during this time had extended to my classroom.