Incorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two graduate-level K-12 in-service teacher outreach classes, one classroom-based course and one field-based course. We describe our field and classroom course objectives, and the integration of iPads into both settings. We assess the impact of the iPad in these courses through the use of pre- and posttests and surveys. Most participants enthusiastically use iPads once the initial learning curve is overcome. They tend to spend roughly the same amount of time using technology, but they substitute iPad use for laptop use once they become proficient with the iPad. Additionally, when equipped with an iPad, there is a possible increase in overall productivity as the participants spend more time preparing both for their university outreach classes and the classes they teach. However, they do spend more time on certain noneducational activities (i.e., picture/music/movies), but they appear to be more efficient and spend less time browsing the internet and conducting research for their classes. Interestingly, having participants work with iPads appears to increase confidence in general technology use, including laptops, as well as increasing confidence in the iPad as a teaching tool for their own classrooms. Pre- and posttest data suggest that there is no link to increased content knowledge by integrating iPads versus traditional teaching methods.