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Teaching and learning in two iPad-infused classrooms: A descriptive case study of a dual classroom, school-based pilot project

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Title: Teaching and learning in two iPad-infused classrooms: A descriptive case study of a dual classroom, school-based pilot project
Author: Maich, Kimberly; Hall, Carmen L.; van Rhijn, Tricia; Henning, Megan
Department: Department of Family Relations and Applied Nutrition
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.
URI: http://hdl.handle.net/10214/15916
Date: 2017-11-07
Rights Holder: Scholarship@Western © 2017
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Citation: Maich, K., Hall, C., van Rhijn, T., & 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


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