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ARE WE SERIOUSLY GOING 1:1 THIS
YEAR? A CASE STUDY OF TEACHER
PERCEPTIONS IN THE FIRST YEAR OF AN
ELEMENTARY 1:1 IPAD ADOP...
Our Method
• Mixed-methods case study – exploratory with triangulation of data
from several sources
• TPACK theory
• Surve...
The Setting
• Small suburban-rural elementary
school
• Approximately 600 students,
balanced calendar
• 26 teachers K-5
• R...
RESEARCH QUESTIONS
• How do elementary teachers anticipate and actually use iPads in the
classroom over the course of the ...
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
...
What We Discovered
• Decision to go 1:1 came at the
end of the previous school year
under a new superintendent
(Apple iPad...
Teachers and Students using the iPads
Advantages
• Differentiation
• Groups and centers
• Access to more information more
...
So what can we learn from all of this?
• Don’t rush – gather all stakeholder input and go slowly when rolling out,
especia...
So what can we learn from all of this?
Questions
• Contact us!
• Denise: frazierd@pnw.edu
• Staci: atrekles@pnw.edu, @iceindiana
• Slides available: http://slide...
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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

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

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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

  1. 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. 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. 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. 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. 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. 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. 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. 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. 9. So what can we learn from all of this?
  10. 10. Questions • Contact us! • Denise: frazierd@pnw.edu • Staci: atrekles@pnw.edu, @iceindiana • Slides available: http://slideshare.net/andella

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