Is your district considering going 1:1? Are there lingering concerns about the elementary grades? What are some of the issues you can anticipate and what does research recommend? In this session, participants will hear what elementary teachers have to say during their first year of iPad implementation. This presentation will provide insights and advice for schools seeking to start or expand a 1:1 program based on the perspectives of teachers from one mid-western elementary school. In addition, administrators, coaches, and teachers will learn from concerns and triumphs of primary and intermediate grade teachers who have been through the first year of implementation. Effective strategies for implementation will be discussed, as well as applications used. While the iPad was the device used in this case study, similar methods can be translated into other environments. We will share strengths and weaknesses of the technology support the teachers received, providing a wide range of lessons learned.
It is important to note that applications (apps) were not available to teachers at the BOY, and by the MOY, some apps were available, but the limited technology support staff was the only group allowed to add apps. Testing may have also been a factor, especially at the EOY Of the 20 teachers who commented on the EOY survey, all but three referenced the need for more time and training. Statistically significant-teachers initially thought supervising students on iPads would not be difficult, then found it was due to lack of digital citizenship; teachers did not utilize apps-i.e. Class Dojo for classroom mgmt
Staci-K-2 went back to paper/pencil tests in some cases, so I removed the “assessment” comment in advantages. We may discuss that during the presentation.
Another cause of failure to effectively integrate technology into the classroom is the tendency in many districts toward “fast-tracking technology purchases without the meaningful involvement of classroom practitioners” (Surry & Farquhar, 1997; Walker, 2016, p. 44).
TPACK identifies what knowledge teachers need to teach effectively with a great deal of time and practice in implementing new strategies and gaining the skills and confidence they need to use them effectively.
Elementary 1:1 iPad Implementation: Successes and Struggles in the First Year
ELEMENTARY 1:1 IPAD
SUCCESSES AND STRUGGLES DURING
THE 1ST YEAR
Denise Frazier, Ph.D.
Staci Trekles, Ph.D.
Purdue University Northwest
School of Education and Counseling
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
1:1 in the Elementary School
• Tell us about you:
• Are you teaching/coaching/leading in a 1:1 elementary classroom
• 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?
• 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
• 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
• Small suburban-rural elementary
• Approximately 600 students,
• 26 teachers K-5
• Relatively affluent community,
• Why this school?
• Access to teachers and school
• Recently started program (good
• 1:1 implemented in all grades,
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
• Teachers had minimal time to
prepare for the change, little PD
• Many teachers felt “rushed” into
the new 1:1 environment, but
anticipated using the iPads a
great deal during the year
Teacher Anticipation and Use of iPads Over Year 1
K, 1, 2
3, 4, 5
K, 1, 2
3, 4, 5
K, 1, 2
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%
Teachers and Students using the iPads
• Groups and centers
• Access to more information more
• Multimedia and apps that help with
• Improved teacher confidence in
using iPads in the classroom
• Lack of professional development
• Classroom management problems
• No district-wide digital citizenship
• Technology not always working as
• High administrative expectations
put pressure on teachers
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