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iTeach and iLearn with iPadsin Secondary Language ArtsGregory S. RussellJoan E. Hughes, Ph.D.
Theoretical PerspectiveTechnology as:• Replacement• Amplification• TransformationChange is difficult• Transformative uses ...
The StudyData• interviews• classroom observations• field notes• a priori & open-coding• constant comparison methodBrett• E...
ChangeisdifficultResults - 5 Overlapping Themes
ChangeisdifficultNew Media Literacies
ChangeisdifficultEfficiencies
ChangeisdifficultTeaching and Learning with Apps
ChangeisdifficultStudent Engagement
ChangeisdifficultDistractions, Integrity & Challenges
Implications for Practice & Theory• iPads have tremendouspotential for educational use• Early uses were forreplication and...
Connect & ReadGregory Russell – grussell@utexas.eduJoan E. Hughes – joanh@mail.utexas.eduRussell, G. S., & Hughes, J. E. (...
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iTeach and iLearn with iPads in Secondary Language Arts

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Russell, G. S., & Hughes, J. E. (in press). iTeach and iLearn with iPads in secondary language arts. In C. Miller, & A. Doering (Eds.), The New Landscape of Mobile Learning: Redesigning Education in an App-Based World. Routledge.

Tablet computers like the iPad seem to be well-suited for educational purposes, but no empirical research yet exists that examines its potential. This ethnography characterizes the ways in which two, veteran English Language Arts teachers and their students use ubiquitous iPads to facilitate teaching and learning in high-school. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities replicate or amplify previous approaches, and a few are transformed. This research can provide guidance for other schools that endeavor to create ubiquitous tablet computing environments. Future research should examine the longitudinal effects of similar interventions.

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iTeach and iLearn with iPads in Secondary Language Arts

  1. 1. iTeach and iLearn with iPadsin Secondary Language ArtsGregory S. RussellJoan E. Hughes, Ph.D.
  2. 2. Theoretical PerspectiveTechnology as:• Replacement• Amplification• TransformationChange is difficult• Transformative uses oftechnology in PK-12 are rare• Many barriers to technologyintegration• • Change takes time
  3. 3. The StudyData• interviews• classroom observations• field notes• a priori & open-coding• constant comparison methodBrett• English 4• 15-year veteran• baseball & football coach• primarily direct instructionJulie• 17-year veteran; English 4AP• primarily direct instruction• ‘alternative’ classes withstudent-centered instruction• affluent suburb• 2,500 students• 1:1 iPad tostudent ratio forjuniors & seniorsHilly High School
  4. 4. ChangeisdifficultResults - 5 Overlapping Themes
  5. 5. ChangeisdifficultNew Media Literacies
  6. 6. ChangeisdifficultEfficiencies
  7. 7. ChangeisdifficultTeaching and Learning with Apps
  8. 8. ChangeisdifficultStudent Engagement
  9. 9. ChangeisdifficultDistractions, Integrity & Challenges
  10. 10. Implications for Practice & Theory• iPads have tremendouspotential for educational use• Early uses were forreplication and amplification• Experimentation & researchmay lead to more amplifiedand transformative uses• Learn from risk-takers• Similar initiatives requireprofessional support• Include data fromstudents, communities, othercontent areas & contexts, &learning outcomes
  11. 11. Connect & ReadGregory Russell – grussell@utexas.eduJoan E. Hughes – joanh@mail.utexas.eduRussell, G. S., & Hughes, J. E. (in press).iTeach and iLearn with iPads insecondary language arts. In C.Miller, & A. Doering (Eds.), The NewLandscape of Mobile Learning:Redesigning Education in an App-Based World. Routledge.

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