Main content

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

Show simple item record

dc.contributor.author Maich, Kimberly
dc.contributor.author Hall, Carmen L.
dc.contributor.author van Rhijn, Tricia
dc.contributor.author Henning, Megan
dc.date.accessioned 2019-05-01T18:04:43Z
dc.date.available 2019-05-01T18:04:43Z
dc.date.copyright 2017-11-07
dc.date.created 2017-11-07
dc.date.issued 2017-11-07
dc.identifier.uri http://hdl.handle.net/10214/15916
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher Exceptionality Education International en_US
dc.subject technology en_US
dc.subject education en_US
dc.subject children en_US
dc.subject inclusion en_US
dc.subject tablet technology en_US
dc.subject elementary school en_US
dc.subject teaching en_US
dc.title Teaching and learning in two iPad-infused classrooms: A descriptive case study of a dual classroom, school-based pilot project en_US
dc.type Article en_US
dc.rights.holder Scholarship@Western © 2017
dc.contributor.affiliation Department of Family Relations and Applied Nutrition
dc.degree.department Department of Family Relations and Applied Nutrition en_US
dc.rights.license All items in the Atrium are protected by copyright with all rights reserved unless otherwise indicated.
dcterms.relation 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


Files in this item

Files Size Format View
maich_hall_van_rhijn_henning_2017.pdf 551.0Kb PDF View/Open

This item appears in the following Collection(s)

Show simple item record