Home > EEI > Vol. 17 > Iss. 2 (2007)
Article Title
Publication Date
11-7-2017
First Page
1
Last Page
25
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.
Recommended Citation
Maich, K., Hall, C. L., van Rhijn, T. M., & Henning, M. (2017) Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project. Exceptionality Education International, 17, 1-25. Retrieved from http://ir.lib.uwo.ca/eei/vol17/iss2/7