Discussion of research in an elementary setting on 1:1 iPad implementation and adoption by teachers and students.

1. ARE WE SERIOUSLY GOING 1:1 THIS
YEAR? A CASE STUDY OF TEACHER
PERCEPTIONS IN THE FIRST YEAR OF AN
ELEMENTARY 1:1 IPAD ADOPTION
Denise Frazier, Ph.D.
Staci Trekles, Ph.D.
Purdue University Northwest
School of Education and Counseling

2. Our Method
• Mixed-methods case study – exploratory with triangulation of data
from several sources
• TPACK theory
• Survey – Likert items and one short response item
• Focus group volunteers – 2 teachers per grade level, random
selection
• Focus groups – separate groups for K-2 and 3-5
• Both survey and focus groups conducted at beginning, middle, and
end of 2015-2016 school year to compare responses over time

3. The Setting
• Small suburban-rural elementary
school
• Approximately 600 students,
balanced calendar
• 26 teachers K-5
• Relatively affluent community,
limited diversity
• Why this school?
• Access to teachers and school
• Recently started program (good
timing)
• 1:1 implemented in all grades,
including kindergarten

4. RESEARCH QUESTIONS
• How do elementary teachers anticipate and actually use iPads in the
classroom over the course of the first year of 1:1 implementation?
• What issues arise in elementary schools during year one of 1:1 iPad
adoption?
• What do elementary teachers perceive are the benefits and challenges of
using iPads in classrooms?
• How do elementary teachers’ perceptions change throughout the first year of
1:1 iPad implementation?

5. Teacher Anticipation and Use of iPads Over Year 1
BOY
K, 1, 2
BOY
3, 4, 5
MOY
K, 1, 2
MOY
3, 4, 5
EOY
K, 1, 2
EOY
3, 4, 5
Language Arts 100% 100% 85% 91% 92% 73%
Phonics 100% 45% 85% 9% 92% 9%
Vocabulary 69% 91% 38% 64% 38% 73%
Word study 54% 73% 31% 54% 15% 64%
Comprehension 85% 100% 46% 82% 69% 54%
Writing 61% 64% 23% 45% 38% 45%
Math 100% 100% 85% 91% 92% 73%
Social Studies 69% 100% 38% 73% 54% 73%
Science 69% 100% 38% 54% 53% 73%

6. What We Discovered
• Decision to go 1:1 came at the
end of the previous school year
under a new superintendent
(Apple iPad chosen as device, no
LMS)
• Teachers had minimal time to
prepare for the change, little PD
provided
• Many teachers felt “rushed” into
the new 1:1 environment, but
anticipated using the iPads a
great deal during the year

7. Teachers and Students using the iPads
Advantages
• Differentiation
• Groups and centers
• Access to more information more
easily
• Multimedia and apps that help with
learning
• Improved teacher confidence in
using iPads in the classroom
Disadvantages
• Lack of professional development
• Classroom management problems
• No district-wide digital citizenship
program
• Technology not always working as
promised
• High administrative expectations
put pressure on teachers

8. So what can we learn from all of this?
• Don’t rush – gather all stakeholder input and go slowly when rolling out,
especially in elementary environments
• Get parents involved to help with early digital citizenship skills development
• Professional development should be timely, relevant, and frequent throughout
1:1 implementation, especially in the first year
• Let teachers review and advise on which apps to use
• Elevate teacher confidence with in-building tech support and coaching
• View and use the iPad as a tool for learning
• Find a balance between iPad time and other classroom activities

9. So what can we learn from all of this?

10. Questions
• Contact us!
• Denise: frazierd@pnw.edu
• Staci: atrekles@pnw.edu, @iceindiana
• Slides available: http://slideshare.net/andella