Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project

Abstract

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports.

Developing a Rubric for Evaluating Reading Applications for Learners With Reading Difficulties

“…Furthermore, advances in digital tablet technology allow educational content to be presented along with multimedia on small, portable devices (e.g., iPads). Individuals with disabilities often find it easier to access and attend to instruction through these modalities (Cumming & Draper Rodriguez, 2013; Maich, Hall, van Rhijn, & Henning, 2017). Notably, tablets are a prevalent, socially acceptable form of technology that can be used in a wide range of settings (Hughes, 2013).…”

iPad‐assistedreading fluency instruction for fourth graders with reading difficulties: A single case experimental design

“…While there have been several studies that examined the effects of the self‐regulation feature of iPad applications on student behaviour (e.g., Bruhn, Vogelgesang, Fernando, & Lugo, 2016; Bruhn, Vogelgesang, Schabilion, Waller, & Fernando, 2015; Wills & Mason, 2014; Xin et al, 2017), there have been studies that focused more on the motivational aspects of iPads. For example, Maich, Hall, van Rhijn, and Henning (2017) examine attitudes of teachers and students on the classroom‐based iPad use. One of the identified benefits of the iPad was that it increases student motivation and enjoyment during lessons.…”

Perspectives from Students: How to Tame the Chaos and Harness the Power of Technology for Learning

“…Extant studies on student perceptions about portable devices have found that students generally perceive technology in the classroom positively (Baytak et al, 2011;Ditzler et al, 2016;Ferguson, 2016;Hilton, 2018). Students commonly reported increased levels of engagement after receiving devices because they perceived learning as more fun and interactive (Corbett, 2015;Ferguson, 2016;Maich et al, 2017). Those who participated in 1:1 initiatives also perceived tablet technologies as enabling increased agency over learning by providing easier access to resources and applications that support self-organization and self-direction in learning (Baytak et al, 2011;Heinrich, 2012;Maich et al, 2017).…”

“…Students commonly reported increased levels of engagement after receiving devices because they perceived learning as more fun and interactive (Corbett, 2015;Ferguson, 2016;Maich et al, 2017). Those who participated in 1:1 initiatives also perceived tablet technologies as enabling increased agency over learning by providing easier access to resources and applications that support self-organization and self-direction in learning (Baytak et al, 2011;Heinrich, 2012;Maich et al, 2017). In addition, several studies have highlighted students' perception of feeling smarter or more capable in using a tablet to support their learning (Ferguson, 2016;Heinrich, 2012;Ozdamli & Uzunboylu, 2015).…”

“…Notably, students reported that the devices could be distracting and lead to behavioural issues (Corbett, 2015;Ditzler et al, 2016;Ferguson, 2016). Some students expressed that technology use needed to be limited or monitored by the teacher (e.g., Baytak et al, 2011;Maich et al, 2017), suggesting a need for teachers to facilitate the development of self-regulation skills surrounding technology use. As well, internet connectivity issues, impacting consistent access to web-based resources, were also commonly described (e.g., Beckman et al, 2014;Humble-Thaden, 2011;Maich et al, 2017).…”