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Elementary 1:1 iPad Implementation: Successes and Struggles in the First Year

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Discussion of research on 1:1 iPad implementation in a midwestern elementary school setting. Presentation for ICE 2016 and ALER 2016.

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Elementary 1:1 iPad Implementation: Successes and Struggles in the First Year

  1. 1. ELEMENTARY 1:1 IPAD IMPLEMENTATION: SUCCESSES AND STRUGGLES DURING THE 1ST YEAR Denise Frazier, Ph.D. Staci Trekles, Ph.D. Purdue University Northwest School of Education and Counseling
  2. 2. Objectives 1. Share an overview of the results of the research. 2. Describe K-5 teacher perceptions and use of iPads during Year 1 adoption. 3. Discuss key issues related to first year implementation of iPads in one Midwestern elementary school. 4. Provide relatable 1:1 lessons and strategies that can be used by administrators, coaches, and teachers in the primary grades.
  3. 3. 1:1 in the Elementary School • Tell us about you: • Are you teaching/coaching/leading in a 1:1 elementary classroom now? Soon? • Is your district working toward bringing 1:1 to the elementary level? What devices are being considered? • Why is your district considering 1:1? • Where are your challenges? • What have been your proudest moments thus far?
  4. 4. Our Method • Mixed-methods case study – exploratory with triangulation of data from several sources • 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 conducts at beginning, middle, and end of 2015-2016 school year to compare responses over time
  5. 5. 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
  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. 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%
  8. 8. 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
  9. 9. 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
  10. 10. So what can we learn from all of this?
  11. 11. Questions • Contact us! • Denise: frazierd@pnw.edu • Staci: atrekles@pnw.edu, @iceindiana

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