Over the course of the 2012-2013 school year, research and data collection were conducted at St. Gabriel’s Catholic School in Austin, TX to gauge the impact on student learning with the introduction of iPads in Grades 2 through 5.
This document provides an overview of St. Gabriel's Grade 4 & 5 Parent iPad Session. It discusses the goals of integrating iPads into the curriculum to transform and enhance student learning. Specific highlights for the upcoming school year include conducting a formal research study on the impact of iPad use on student performance and engagement, starting Grade 4 students with iPads parked at school overnight, and extending the school's web filter to home use. Suggestions are provided for appropriate home iPad use and enabling further restrictions. The session concluded with an opportunity for parents to ask questions.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.
The American International School of Lusaka launched an iPad initiative in 2011 to promote educational innovation among faculty and students. They started by providing iPads to 6th and 10th grade students on a 1:1 basis and additional class sets to be shared in other grades. Parents and students provided positive feedback on how iPads helped students learn and do homework. Over the following years, the school expanded the program by providing more iPads at lower grade levels. Teachers found apps for processing, sharing work, and getting instant feedback from students to be most useful. The school plans to continue expanding the 1:1 iPad program through all grades to introduce students to 21st century technology and make it a tool for learning.
The document summarizes surveys of students and parents regarding a 1-to-1 laptop program at Seoul Foreign School. The student survey found that 88% of students feel laptops make school more enjoyable and engaging. They also improved computer skills. The parent survey was positive about improved technology skills and independent learning, but suggested reducing laptop weight and managing distractions. The goals and comments sections outline how the school aims to further embed technology in learning by improving infrastructure, training, and personalizing instruction.
Janel Labron from Rancho Viejo Elementary School created a video to help answer questions about iPads being provided to students. Rancho Viejo and 7 other schools received a grant from Apple to provide every student with an iPad. This will help make students more technologically literate as stated in the new mission statement. The iPads will be used every day in class for at least 3 years and help prepare students for a technological world. They will also allow for computerized testing and more rigorous exams. The iPads support differentiated instruction and multiple learning styles through manipulatives and project based learning. However, the iPads will not go home initially and teachers will control the apps to ensure they
This document provides an overview of St. Gabriel's Grade 4 & 5 Parent iPad Session. It discusses the goals of integrating iPads into the curriculum to transform and enhance student learning. Specific highlights for the upcoming school year include conducting a formal research study on the impact of iPad use on student performance and engagement, starting Grade 4 students with iPads parked at school overnight, and extending the school's web filter to home use. Suggestions are provided for appropriate home iPad use and enabling further restrictions. The session concluded with an opportunity for parents to ask questions.
The document discusses implementing a 1:1 iPad program at a school. It provides information from other schools that have implemented similar programs showing benefits like improved student engagement, motivation, and learning outcomes. Trials also found iPads increased accessibility of information, opportunities for collaboration, and digital literacy skills essential for students. The document proposes a 1:1 iPad program for the school's level 4 students next year, outlining purchase/lease options and the learning benefits students would gain from improved access to iPads both at school and home.
Pre-School Children Learn to Use the iPad to Learn, Document, Assess and Crea...CITE
TAVERNIER, Monika (Woodland Harbourside preschool)
http://citers2013.cite.hku.hk/en/paper_617.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. Recommendations focused on differentiating training and developing personalized learning plans with departmental collaboration.
The American International School of Lusaka launched an iPad initiative in 2011 to promote educational innovation among faculty and students. They started by providing iPads to 6th and 10th grade students on a 1:1 basis and additional class sets to be shared in other grades. Parents and students provided positive feedback on how iPads helped students learn and do homework. Over the following years, the school expanded the program by providing more iPads at lower grade levels. Teachers found apps for processing, sharing work, and getting instant feedback from students to be most useful. The school plans to continue expanding the 1:1 iPad program through all grades to introduce students to 21st century technology and make it a tool for learning.
The document summarizes surveys of students and parents regarding a 1-to-1 laptop program at Seoul Foreign School. The student survey found that 88% of students feel laptops make school more enjoyable and engaging. They also improved computer skills. The parent survey was positive about improved technology skills and independent learning, but suggested reducing laptop weight and managing distractions. The goals and comments sections outline how the school aims to further embed technology in learning by improving infrastructure, training, and personalizing instruction.
Janel Labron from Rancho Viejo Elementary School created a video to help answer questions about iPads being provided to students. Rancho Viejo and 7 other schools received a grant from Apple to provide every student with an iPad. This will help make students more technologically literate as stated in the new mission statement. The iPads will be used every day in class for at least 3 years and help prepare students for a technological world. They will also allow for computerized testing and more rigorous exams. The iPads support differentiated instruction and multiple learning styles through manipulatives and project based learning. However, the iPads will not go home initially and teachers will control the apps to ensure they
Janel Labron from Rancho Viejo Elementary School created a video to help answer questions about iPads being provided to students. Rancho Viejo and 7 other schools received a grant from Apple to provide every student with an iPad. This will help make students more technologically literate as stated in the new mission statement. The iPads will be used every day in class for at least 3 years and help prepare students for a technological world. They will also allow for computerized testing and more rigorous exams. The iPads support differentiated instruction and multiple learning styles through manipulatives and project based learning. However, the iPads will not go home in the first year and teachers will control the apps
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing ...Cengage Learning
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference
Presenter: Lucy Parker, California State University, Northridge
myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.
Ten Year Retrospective on Mobile Learning: Leveraging the Past to Invent the ...Julie Evans
1. The document reviews 10 years of mobile learning projects and discusses lessons learned about effective mobile learning implementation and planning for the future.
2. Key lessons include the importance of purposeful planning for device usage, preparing educators effectively, securing leadership buy-in, measuring projects with meaningful metrics, leveraging mobile content and curriculum, understanding the power of internet access, developing self-directed learners, ensuring critical connectivity, and creating sustainable ecosystems.
3. Examples provided illustrate how these lessons have informed successful mobile learning initiatives over the past decade.
Leadership for Digital Learning Near and Far: New research from international...Julie Evans
Project Tomorrow is a nonprofit organization that conducts the Speak Up research project to understand how K-12 students, teachers, and administrators use digital tools for learning; their most recent report focused on data from over 1,800 participants across 185 schools in 28 countries, finding that most students and teachers see value in using mobile devices and digital content like videos for learning.
Succeeding With Education Transformation – A Guide to Effective Technology In...Samsung Business USA
It would be difficult to find a school district today not preoccupied with technology tools and digital learning. However, despite their best efforts, many school districts have fallen victim to botched rollouts and ineffective strategies that have wasted time and money — and hurt their reputations with students and parents. This guide from the Center for Digital Education looks at the key elements of a successful digital education transformation, focusing on the 3 Cs of conversion, curriculum and collaboration.
This presentation outlines the use of iPads in kindergarten classrooms and their impact on student learning. It discusses how iPads are being used as tools for early literacy instruction, with each student given an iPad containing pre-installed educational software. The document also explains that iPads help motivate students and keep them engaged by making learning more interactive and enjoyable. Additionally, iPads allow teachers to better support students with learning disabilities through features like video players and voice recorders.
This presentation outlines the use of iPads in kindergarten classrooms and their impact on student learning. It discusses how iPads are being used as tools for early literacy instruction, with each student given an iPad containing educational software. Teachers also use the iPads to provide videos and recordings to support students with learning disabilities. The presentation claims that iPads increase student motivation and engagement by making learning more enjoyable and interactive. They also allow teachers to better understand student needs and ensure those with disabilities can keep pace.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
This document summarizes and reviews 10 educational apps. It provides details on each app such as its website, purpose, features, ease of use, and how it reinforces learning standards. The top apps chosen are Prodigy, XtraMath, BrainPop, Spelling City, Starfall, Socrative, Edmodo, Class Dojo, Quizlet, and Google Classroom. These apps were selected for engaging students in fun and interactive ways while providing feedback on progress and reinforcing curriculum through games, quizzes, assignments and communication tools.
Infusing and Promoting Computer-Based Learning taniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and discusses goals of introducing laptops and digital learning. Studies show benefits like improved test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps meet different learning styles and that schools must stay current to benefit students in an increasingly digital world.
Infusing and Promoting Computer-Based Learningtaniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and outlines goals of introducing laptops and tablets to excite staff and students. Studies cited show benefits like increased test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps address different learning styles and that schools must stay current to benefit students competing in a global, digital world.
The Impact of the Homework Gap on STEAM EducationJulie Evans
The document discusses the impact of the "homework gap" on STEAM education. It defines the homework gap as a lack of consistent, high-quality internet access at home that is appropriate for schoolwork. It notes that 17% of students sometimes cannot complete homework due to lack of access. The document explores how the growing use of digital tools and online learning models increases the importance of addressing the homework gap. It also examines trends in STEAM learning, career exploration, and how schools are working to develop key skills through approaches like maker spaces.
The document discusses the impact of technology on education, including both benefits and drawbacks of internet use in classrooms. It also examines tools like data management systems, student information systems, and student response systems. The document advocates for integrating these technologies into classrooms in a way that keeps the focus on students and allows them to engage with hands-on, creative learning experiences using new digital tools.
The U.S. Department of Education's Small Business Innovation Research (SBIR) program provides funding for small businesses and partners to conduct research and development of education technology products and games. It has two offices that provide Phase I prototype and Phase II full development funding, as well as examples of past funded products. The Institute of Education Sciences SBIR office plans to release funding opportunity announcements in December 2012 for products and games focusing on topics like statistics, English learners, and computer science. [END SUMMARY]
Top Ten Things Everyone Should Know About Students and Digital LearningJulie Evans
Project Tomorrow is a national research project that surveys K-12 students, teachers, parents, and administrators about digital learning. It has collected over 3 million surveys since 2003. The document outlines 10 key findings from Project Tomorrow's 2012 survey results, including that 50% of middle and high school students use the internet weekly for homework help, 41% of students want to take online classes to learn at their own pace, and 75% of K-2nd grade students regularly play educational online games. It encourages readers to learn more about trends in online learning, mobile learning, and print to digital migration.
This document proposes a technology grant to purchase iPads for use in Spanish classes at Clear Spring High School. The goals are to enhance learning through higher-order thinking skills, problem-solving, group work and collaboration. iPads would be used to create collaborative small group activities engaging multiple learning styles. Teachers would receive training to integrate iPads into the Spanish curriculum. iPads provide an interactive tool to individualize learning and address state standards. The proposal outlines how iPads would be used and assessed in Spanish classes to enhance learning and student progress.
This document provides guidance on writing a grant proposal to obtain funding for iPads for classroom use. It outlines key steps and considerations such as getting administrative support, researching products and grant opportunities, determining the purpose and objectives, specifying equipment needs and budgets, establishing timelines and measures for success, and including letters of support. Tips are provided for determining the optimal number of iPads to request based on intended impact, potential uses in enhancing instruction, and lessons learned from previous technology rollouts.
Paul Hodkingson & Philip Smith, ITSS, Durham CountyHandheldLearning
County Durham is a rural county in the UK with around 500,000 residents. The county has higher than average unemployment and lower than average educational attainment. A project was launched to improve literacy and numeracy using mobile devices with 700 devices distributed across 17 schools. Schools that made best use of the devices saw improved pupil engagement, better home-school links, and higher exam results. Factors like strong technical support, teacher buy-in, and consistent use contributed to success. Unexpected benefits were found for pupils with special educational needs.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
The effect of using ipad on the achievement of the ninth grade students in th...Alexander Decker
This study examined the effect of using iPads on the achievement of 9th grade students in Islamic education in Jordan compared to conventional teaching methods. Ninety-five male and female students were randomly assigned to control and experimental groups. The experimental group used iPads for instruction while the control group used traditional methods. Students in the experimental group scored higher on an achievement test, indicating iPads had a positive impact on learning. The study found no significant differences in achievement based on gender or an interaction between gender and teaching method. The results suggest iPads can be an effective tool to develop new teaching methods for Islamic education.
Janel Labron from Rancho Viejo Elementary School created a video to help answer questions about iPads being provided to students. Rancho Viejo and 7 other schools received a grant from Apple to provide every student with an iPad. This will help make students more technologically literate as stated in the new mission statement. The iPads will be used every day in class for at least 3 years and help prepare students for a technological world. They will also allow for computerized testing and more rigorous exams. The iPads support differentiated instruction and multiple learning styles through manipulatives and project based learning. However, the iPads will not go home in the first year and teachers will control the apps
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing ...Cengage Learning
iDo or iDon't ‐ Using Tablets in the Classroom - Course Technology Computing Conference
Presenter: Lucy Parker, California State University, Northridge
myCSUNtablet Initiative is a partnership of California State University, Northridge and Apple, Inc. that seeks to reduce the cost and increase the quality of learning materials for students. Participating students will use iPads and gain immediate access to e-books and related e-learning materials in a suite of courses in select majors. Participating faculty will receive an iPad and help from professional course designers who understand the relation among effective teaching, creative use of authoring tools, and accessible design. Why CSUN? The academic plans and IT Vision@2015 have anticipated a widening deployment of portable devices and cloud technology for teaching and learning. Faculty already are using such strategies to engage students with different styles and paces for learning. CSUN students are urban commuters, tech-savvy, and on tight budgets. Portability, cost control, and media-enriched content that can be personalized are their common expectations. Why Apple? Many companies make tablets; several produce and solicit applications but few have thought as holistically as Apple. They are sensitive to users’ preferences and have created a system that integrates devices, applications, authoring tools, repositories, and consultation. We at CSUN can benefit from progressive, coherent thinking as we re-think course design and delivery. Why now? At CSUN, the largest college has issued iPads to the faculty, as have departments in other colleges. The device has become the industry standard in nearby K-12 and helping professions, with whom we place interns and graduates. And the governor signaled in the budget an interest in supporting technological solutions for persistent problems in access, cost, and completion in higher education. Finally, the surge in hybrid courses and e-books that our faculty author indicates that CSUN has reached a tipping point for strategic change. An iPad-centric curriculum also offers some exciting possibilities to transform information delivery as well as student participation. Like all pedagogy, it can be a positive and even progressive form of education. Or not, depending on how the actual curriculum is designed and implemented. Professors need to change their archaic views on attention spans and realize that students and society in general are integrating the digital world into the real world. For better or worse, it’s inevitable and professors need to play along. This lecture will discuss TOP (10-20) iPad uses in the classrooms but also discusses concerns on standards of teaching and learning and if low-cost faculty-generated etextbooks are a real match to top quality publisher generated traditional books/ebooks.
Ten Year Retrospective on Mobile Learning: Leveraging the Past to Invent the ...Julie Evans
1. The document reviews 10 years of mobile learning projects and discusses lessons learned about effective mobile learning implementation and planning for the future.
2. Key lessons include the importance of purposeful planning for device usage, preparing educators effectively, securing leadership buy-in, measuring projects with meaningful metrics, leveraging mobile content and curriculum, understanding the power of internet access, developing self-directed learners, ensuring critical connectivity, and creating sustainable ecosystems.
3. Examples provided illustrate how these lessons have informed successful mobile learning initiatives over the past decade.
Leadership for Digital Learning Near and Far: New research from international...Julie Evans
Project Tomorrow is a nonprofit organization that conducts the Speak Up research project to understand how K-12 students, teachers, and administrators use digital tools for learning; their most recent report focused on data from over 1,800 participants across 185 schools in 28 countries, finding that most students and teachers see value in using mobile devices and digital content like videos for learning.
Succeeding With Education Transformation – A Guide to Effective Technology In...Samsung Business USA
It would be difficult to find a school district today not preoccupied with technology tools and digital learning. However, despite their best efforts, many school districts have fallen victim to botched rollouts and ineffective strategies that have wasted time and money — and hurt their reputations with students and parents. This guide from the Center for Digital Education looks at the key elements of a successful digital education transformation, focusing on the 3 Cs of conversion, curriculum and collaboration.
This presentation outlines the use of iPads in kindergarten classrooms and their impact on student learning. It discusses how iPads are being used as tools for early literacy instruction, with each student given an iPad containing pre-installed educational software. The document also explains that iPads help motivate students and keep them engaged by making learning more interactive and enjoyable. Additionally, iPads allow teachers to better support students with learning disabilities through features like video players and voice recorders.
This presentation outlines the use of iPads in kindergarten classrooms and their impact on student learning. It discusses how iPads are being used as tools for early literacy instruction, with each student given an iPad containing educational software. Teachers also use the iPads to provide videos and recordings to support students with learning disabilities. The presentation claims that iPads increase student motivation and engagement by making learning more enjoyable and interactive. They also allow teachers to better understand student needs and ensure those with disabilities can keep pace.
This document summarizes the key findings from the Speak Up 2012 National Research Project conducted by Project Tomorrow. The project surveyed over 466,000 K-12 students, teachers, parents, and administrators about technology use in education. Some major findings included the widespread ownership and use of mobile devices by students, the desire for more personalized and flexible learning environments that incorporate technology, and the gap between how students use technology in their daily lives and how it is used for schoolwork. While students, parents, and many administrators and teachers see benefits to incorporating more digital tools and online learning opportunities, bringing school practices up to students' expectations for technology remains a challenge.
This document summarizes and reviews 10 educational apps. It provides details on each app such as its website, purpose, features, ease of use, and how it reinforces learning standards. The top apps chosen are Prodigy, XtraMath, BrainPop, Spelling City, Starfall, Socrative, Edmodo, Class Dojo, Quizlet, and Google Classroom. These apps were selected for engaging students in fun and interactive ways while providing feedback on progress and reinforcing curriculum through games, quizzes, assignments and communication tools.
Infusing and Promoting Computer-Based Learning taniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and discusses goals of introducing laptops and digital learning. Studies show benefits like improved test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps meet different learning styles and that schools must stay current to benefit students in an increasingly digital world.
Infusing and Promoting Computer-Based Learningtaniakelly123
This document discusses the benefits of incorporating technology into classrooms. It provides statistics about a school district and outlines goals of introducing laptops and tablets to excite staff and students. Studies cited show benefits like increased test scores, engagement, and preparation for future careers that require technology skills. The document argues that technology helps address different learning styles and that schools must stay current to benefit students competing in a global, digital world.
The Impact of the Homework Gap on STEAM EducationJulie Evans
The document discusses the impact of the "homework gap" on STEAM education. It defines the homework gap as a lack of consistent, high-quality internet access at home that is appropriate for schoolwork. It notes that 17% of students sometimes cannot complete homework due to lack of access. The document explores how the growing use of digital tools and online learning models increases the importance of addressing the homework gap. It also examines trends in STEAM learning, career exploration, and how schools are working to develop key skills through approaches like maker spaces.
The document discusses the impact of technology on education, including both benefits and drawbacks of internet use in classrooms. It also examines tools like data management systems, student information systems, and student response systems. The document advocates for integrating these technologies into classrooms in a way that keeps the focus on students and allows them to engage with hands-on, creative learning experiences using new digital tools.
The U.S. Department of Education's Small Business Innovation Research (SBIR) program provides funding for small businesses and partners to conduct research and development of education technology products and games. It has two offices that provide Phase I prototype and Phase II full development funding, as well as examples of past funded products. The Institute of Education Sciences SBIR office plans to release funding opportunity announcements in December 2012 for products and games focusing on topics like statistics, English learners, and computer science. [END SUMMARY]
Top Ten Things Everyone Should Know About Students and Digital LearningJulie Evans
Project Tomorrow is a national research project that surveys K-12 students, teachers, parents, and administrators about digital learning. It has collected over 3 million surveys since 2003. The document outlines 10 key findings from Project Tomorrow's 2012 survey results, including that 50% of middle and high school students use the internet weekly for homework help, 41% of students want to take online classes to learn at their own pace, and 75% of K-2nd grade students regularly play educational online games. It encourages readers to learn more about trends in online learning, mobile learning, and print to digital migration.
This document proposes a technology grant to purchase iPads for use in Spanish classes at Clear Spring High School. The goals are to enhance learning through higher-order thinking skills, problem-solving, group work and collaboration. iPads would be used to create collaborative small group activities engaging multiple learning styles. Teachers would receive training to integrate iPads into the Spanish curriculum. iPads provide an interactive tool to individualize learning and address state standards. The proposal outlines how iPads would be used and assessed in Spanish classes to enhance learning and student progress.
This document provides guidance on writing a grant proposal to obtain funding for iPads for classroom use. It outlines key steps and considerations such as getting administrative support, researching products and grant opportunities, determining the purpose and objectives, specifying equipment needs and budgets, establishing timelines and measures for success, and including letters of support. Tips are provided for determining the optimal number of iPads to request based on intended impact, potential uses in enhancing instruction, and lessons learned from previous technology rollouts.
Paul Hodkingson & Philip Smith, ITSS, Durham CountyHandheldLearning
County Durham is a rural county in the UK with around 500,000 residents. The county has higher than average unemployment and lower than average educational attainment. A project was launched to improve literacy and numeracy using mobile devices with 700 devices distributed across 17 schools. Schools that made best use of the devices saw improved pupil engagement, better home-school links, and higher exam results. Factors like strong technical support, teacher buy-in, and consistent use contributed to success. Unexpected benefits were found for pupils with special educational needs.
The Effect of Using Ipad on the Achievement of Children in Layla Kindergarten...iosrjce
This study investigated the effect of using the iPad on children’s achievement of Layla kindergarten
in Saudi Arabia, in Aflaj district, compared to the traditional method. The study sample was formed of (42)
male and female children during the second semester of the scholastic year 2013/2014. The sample population
were randomly selected using the simple sample selection and then distributed into two groups: the control
group (22children) were taught using the traditional method, and the experimental group (20children) were
taught using the iPad. An achievement multiple choice test was given to the population of the two study groups,
and the test credibility and reliability were confirmed (reliability coefficient was 0.85). The study results
showed the existence of differences with statistical indication (α = 0.05) between the achievement of the
experimental group children and those of the control group. The implications of the results are that the iPad
can benefit children in improving their language skills in a motivating learning environment. The results were
in favor of the experimental group children, which were attributed to iPad teaching method. They showed that
there were no statistically differences attributed to the gender variable or to the interaction between the gender
variable and teaching method variable. The study was concluded by giving some recommendations and
suggestions pertaining to this study.
The effect of using ipad on the achievement of the ninth grade students in th...Alexander Decker
This study examined the effect of using iPads on the achievement of 9th grade students in Islamic education in Jordan compared to conventional teaching methods. Ninety-five male and female students were randomly assigned to control and experimental groups. The experimental group used iPads for instruction while the control group used traditional methods. Students in the experimental group scored higher on an achievement test, indicating iPads had a positive impact on learning. The study found no significant differences in achievement based on gender or an interaction between gender and teaching method. The results suggest iPads can be an effective tool to develop new teaching methods for Islamic education.
This document summarizes research on the optimal use of iPods to meet learner needs. It finds that iPods can positively impact engagement, motivation, collaboration, and personalized learning when integrated effectively into student-centered pedagogy. However, effective integration requires infrastructure support, app evaluation, and teacher training. While iPods show potential, more longitudinal research is still needed to fully understand their impact on various learning outcomes. Overall, the research suggests iPods can enhance education when implemented appropriately, but schools must consider technical, financial, and instructional requirements for successful adoption.
This document discusses a study that evaluated the effectiveness of social networking sites on the mathematics performance of grade 8 students at risk of dropping out (SARDOs) in the Philippines. It found that the SARDOs' pre-test performance in mathematics was "did not meet expectations" but their post-test performance after exposure to social networking sites was "fairly satisfactory." There was a significant difference between the pre-test and post-test scores, indicating that social networking sites improved the SARDOs' mathematics performance. The study concluded that social networking sites are an effective interactive learning activity and supplementary material that can help teach mathematics to SARDOs.
This document discusses a study that examined the effects of blended learning models on students' academic achievement and retention in science education. The study used a quasi-experimental design with 120 undergraduate students across six groups. Students in the experimental groups received eight weeks of science instruction using one of six blended learning models: supplemental model, replacement model, emporium model, fully online model, buffet model, or linked workshop model. Students completed pre-tests, post-test I, and post-test II to measure achievement and retention. Statistical analysis found significant differences in mean achievement and retention scores between pre- and post-testing, indicating blended learning models improved students' performance and knowledge retention in science.
A Breakthrough For Josh How Use Of An IPad Facilitated Reading ImprovementWendy Hager
This document summarizes a study where an iPad was used to help a fifth grade student with ADHD and reading difficulties. The student showed significant reading growth after six weeks of one-on-one tutoring sessions using the iPad. Specifically:
1) A pre-service teacher worked with a fifth grader named Josh who read at a second grade level and had ADHD but was not taking medication. Initial assessments showed he had trouble focusing during testing.
2) The teacher obtained permission to use an iPad during tutoring sessions, hoping its interactive features could help Josh focus. She developed lessons targeting his reading weaknesses.
3) After six weeks, the student was re-assessed and shown to have gained
This document outlines Hoover High School's plan to implement a 1-to-1 iPad initiative. It will provide all students with iPads to promote 21st century learning. The goals are to transform instructional strategies, individualize learning, and focus on critical thinking, communication, collaboration, creativity, and student-teacher relationships. The timeline starts with a pilot program in 2012-2013 and full rollout by 2013-2014. Teachers will receive professional development to facilitate learning and ensure adoption of the new technologies. The goals are to enhance learning for all students and better prepare them for college and careers.
Academic Dishonesty In The Philippines The Case Of 21St Century Learners And...Monica Franklin
This document explores academic dishonesty in the Philippines among 21st century learners and teachers. It finds that academic dishonesty is most prevalent among senior high school and college students. Key players enabling this dishonesty include teachers, unemployed graduates, and some students who pay others to complete their work but also provide services to other students. Most academic assistance providers are teachers who earn an average weekly income of PHP 1,500-20,000 by charging students PHP 500 per assignment. The study reveals issues with the quality of education and ethics of recent graduates in the Philippines.
Mobile devices, especially the integration and adoption of iPads in school classrooms, is gaining emphasis across the research and development forums of academic, policy, organizational, political, and public spheres. In April 2012, the Danish government announced that they would allocate DKK 500 million to develop the use of IT in elementary schools in Denmark. Since then, many municipalities have purchased iPads for schools for large sums. The existing literature, however, says very little about how these IT resources are being used or should be used in teaching. This paper contributes to the knowledge of how teachers and students use iPads in school contexts. During fall 2013, three elementary schools’ second and sixth graders were observed, and their subject teachers were interviewed. The researchers applied a social constructivist perspective and a qualitative research design, using grounded theory methodology. The relevant factors identified were available knowledge and adoptable practice (including innovation evaluation, subject culture, learning activity design, and teachers’ and students’ skill level with iPads); advantages (including mobility, multimodality, access to information, startup time, and differentiated learning environments); and adoption barriers (including accessibility, training, and economy) as seen in relation to technology, pedagogy, and content. The paper concludes that the identified nature of knowledge, practices, and barriers are similar to the trend of integrating and adopting desktop computers and other educational technologies. However, there are some unique advantages that iPad and other mobile devices can enable through apps, readiness, etc. Policies and strategies should be adopted to combine training and maintenance along with ensuring access to iPads.
This study evaluated the impact of using iPads on classroom engagement in primary school children. The researchers observed lessons with and without iPads and measured engagement. They found that lessons using iPads led to higher engagement scores overall, as well as higher cognitive and emotional engagement. The impact was greater for boys, who saw engagement increases across all measures, whereas iPad lessons did not significantly change engagement for girls. The researchers concluded that iPads appear to help engage students, particularly boys, in the learning process.
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
This action research study assessed the effectiveness of professional development activities during a 1:1 iPad initiative at a high school in Southeast Texas. The study used surveys of 20 teachers to evaluate factors like the adequacy of training, obstacles to professional development and technology integration, and the perceived responsibilities of teachers and technology specialists. Key findings included that 75% of teachers felt training was adequate but time constraints, generalized content, and device troubleshooting hindered integration. The study recommended more specialized training tailored to teachers' skill levels and collaborative development of personalized learning plans.
The document discusses the potential benefits of a 1:1 iPad pilot program in schools. It provides examples of studies that found iPads can increase student achievement, engagement, and independence. The document argues that iPads create a flexible learning environment and can help students like Noah Rahman, who has cerebral palsy, develop important skills. Overall, the document advocates for iPads by highlighting ways they may positively impact student learning.
Measuring student engagement with learning technologyDavid Havens
The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
engagement must combine insights from both qualitative and quantitative data.
Students, educators, and institutions are using iPad for countless educational purposes and finding both anticipated and surprising benefits. Examples in this document highlight the following areas across K–12 and higher education:
Improvements in academic performance
Increases in engagement and motivation
Added instructional flexibility and resource efficiency
Integrated focus on content quality and design...
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
What are the formative benefits of e portfolioskatrina1980
This document discusses the formative benefits of eportfolios. It begins by introducing formative assessment and how eportfolios can support this approach. It then discusses how the New Zealand curriculum, formative assessment, and eportfolios are related. The research methodology is explained as a case study of two primary school classes implementing eportfolios. Key findings from teacher and student perspectives are that eportfolios help students know what they are learning, know the next steps, and reflect on their learning. The conclusion is that eportfolios support formative assessment by actively involving students in understanding goals and criteria, self-assessment, giving and receiving feedback, and setting goals for improvement.
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This document summarizes Matt Lipstein's presentation to Grade 4 students about how he became a DJ and his work hosting a radio show focused on sampling. Some key points:
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This document provides information about getting new apps delivered to iPads and describes an upcoming "Appy Hour" event featuring apps. It outlines a 4-step process for finding apps, trying them out on iPads, requesting the apps be delivered to additional iPads, and then enjoying refreshments while learning about apps. Upcoming app spotlights and specials are also advertised.
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The document provides information about getting new apps delivered to iPads at a school. It outlines a 4-step process for finding apps, trying them out on iPads, requesting the apps be delivered through an online ticket, and then enjoying refreshments while waiting for the apps to be received. It also features a list of 6 recommended free apps in various categories like mind mapping, accessing educational content, scripture reading, classroom behavior tracking, collaboration, and storytelling.
To enable restrictions on an iPad, follow these steps: select Settings from the home screen, then General, then Restrictions. Enter a restrictions passcode twice. Drag switches left or right to enable or disable restrictions like Safari, YouTube, Camera, and more. Restrictions set to ON will hide corresponding app icons. Certain restrictions are managed by SGCS and require contacting Matt Lipstein for configuration.
This document provides an overview of St. Gabriel's iPad primer day which includes reviewing the iPad program and policies, distributing iPads to students, demonstrating how to use the hardware and software, discussing internet safety, and answering any questions. It outlines that iPads will be used to enhance classroom learning, research will be done to evaluate their impact, and that students are expected to bring the iPads fully charged to school daily and use them appropriately. It also reviews basic iPad functions and apps as well as safety, security, and technical support procedures.
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Research Study: The Impact of iPads on Student Learning
1. THE IMPACT OF IPADS ON
STUDENT LEARNING
PREPARED BY MATTHEW LIPSTEIN , TECHNOLOGY CHAMPION
ST. GABRIEL’S CATHOLIC SCHOOL, AUSTIN , TEXAS • AUGUST, 2013
• RESEARCH STUDY •
2. ABOUT THE RESEARCH STUDY
The data, research and analysis that inform this paper were collected over the course of the 2012-2013
school year. The Research Study was completed in the Summer of 2013. All research and data collection
occurred at St. Gabriel’s Catholic School in Austin, Texas.
This project would not have been possible without the generous participation and support of St. Gabriel’s
Catholic School administrators, faculty, students and families. Specifically, Interim Head of School, Dr.
Judy Knotts, and Director of Technology, Tracy Mulligan were invaluable for their time, input and
guidance.
ABOUT THE AUTHOR
Matthew Lipstein is the Technology Champion for St. Gabriel’s Catholic School. In this role, he manages
all aspects of the School’s iPad program in addition to tracking metrics and assessments which help
gauge the success of the implementation.
Since 2002, he has worked since 2002 at independent schools in New York City and Austin, Texas
providing leadership and vision around student, faculty and administrator use of educational technology.
ABOUT ST. GABRIEL’S CATHOLIC SCHOOL
Located on 32 acres of rolling hill country in Austin, Texas, St. Gabriel’s Catholic School is a community
for learning focused on helping children excel academically, grow in virtue, and acquire the leadership
skills, experiences and confidence required to form the foundation for successful and meaningful lives.
Serving children in grades Junior Kindergarten through 8th, St. Gabriel’s gives children an academic
advantage, enabling them to excel in school and to gain a strong, intellectual foundation. The School
seeks to create a safe and nurturing community that helps instill in children the virtues, judgment and
courage to do what is good and right. Ultimately, St. Gabriel’s is focused on engaging young minds and
readying them for leadership at school, in their communities, and in the world.
i
4. Over the course of the 2012-2013 school year, research and data collection was
conducted at St. Gabriel’s Catholic School to gauge the impact on student learning
with the introduction of iPads in Grades 2 through 5.
The goal of this study was to determine if there existed a correlational relationship,
whether it be positive or negative, between a student’s use of an iPad and their
performance on assessments. This study did not attempt to establish causality
between iPad use and test scores.
Students were grouped into two discreet clusters: Grade 4 & 5 students and Grade 2 &
3 students. Grade 4 & 5 students utilized the eSpark program to provide instruction
on targeted content specific to the needs of each student. Assessments were
conducted using the Let’s Go Learn program. Because all Grade 4 & 5 students used
the eSpark program, and the material studied was differentiated for each student,
growth was measured by comparing a student’s assessment data in their eSpark area
of focus against the areas of focus where they did not use eSpark.
Conversely, Grade 2 & 3 students utilized a variety of Apps and websites that
provided instruction for a given Math unit, and their assessments were performed via
the TenMarks.com program. During a unit only one of the two grade level classes
received iPads to work with, thus establishing a control group. Assessment data was
compared between the class that utilized iPads and the corresponding class that did
not use iPads during the same Math unit.
Key Findings
• Grade 4 & 5 students overall showed at least twice the level of growth in their eSpark
areas of focus when compared to their growth in areas where they did not use eSpark.
• Grade 2 & 3 students who used iPads for a Math unit overall saw slightly higher
levels of growth when compared to the class which did not use iPads.
Given these results, St. Gabriel’s Catholic School is confident that targeted student
use of an iPad results in stronger learning outcomes for students, as demonstrated by
assessment data.
EXECUTIVE SUMMARY
1
3
5. Still in it’s relative infancy, the iPad is a device that is unique both for it’s perceived
potential use as a learning tool for students, and for the overwhelming rate of
adoption in schools world-wide. The iPad was introduced in Spring of 2010, and was
adopted quickly and fervently by educational institutions as a potential game-changer
for students.
The iPad is just one device in a long list of educational technology tools that have
aided student learning. Technology is seen by most as an essential tool students can
use to receive instruction, learn, create, communicate, and grow. The White House
Council of Economic Advisors (2011) suggests that the payoff of utilizing educational
technologies (not specifically iPads), that can lead to better outcomes for students,
could be enormous.
Furthermore, the iPad has been lauded as revolutionary in education, and there are
many explanations that researchers and educators use to explain why they feel the
iPad is more significant than the educational technology tools that preceded it.
For many, the iPad is seen as a robust and efficient tool that combines a variety of
pre-existing educational technology tools into one device. Ireland and Woolerton
(2010) outlined many pragmatic and pedagogical benefits of this device unification,
including audio and video material being controlled by the student rather than the
teacher, instant-access to the web, and an institutions library for research purposes,
and the potential for students to author his/her own material.
Cohen, in his study “Young Children, Apps & iPad” (2011), examined the potential an
iPad allows for a new kind of learning to exist. His findings indicate that “there are
several types of learning that occur during App play. These include: the tacit learning
of the game and how it works; mastering of explicit learning tasks (e.g., matching,
counting) embedded in the game narrative; and the use of skills and models learned
and applied to other types of games and levels of play. Engaging with creative App
activities often shifts the child’s focus away from the subjective experience of winning
or losing to a personal-best competition. Additionally, children progress quickly from
novice to mastery when using a well-designed App.”
According to Manuguerra and Petocz (2011) who write in their study “Promoting
Student Engagement by Integrating New Technology into Tertiary Education: The
INTRODUCTION
2
4
6. Role of the iPad”, that “the iPad has been used as a means to engage, inspire and
motivate students through high-level presentation and communication tools. It has
changed the pedagogical approach, making the learning experience simpler and yet
deeper. The results show that students learn best when technologies are seamlessly
integrated into the curriculum to enhance their learning experience.”
Perhaps the greatest potential seen with the iPad is the opportunity for true
differentiation in the classroom - allowing each student to receive tailored instruction
to meet them where they are on the learning continuum. Differentiated learning
environments, or Personal Learning Environments as described by Johnson, Adams
and Haywood in The NMC Horizon Report: 2011 K-12 Edition (2011), are “conceived
as drawing on a variety of discrete tools, chosen by the learner, which can be
connected or used in concert in a transparent way” while still allowing for flexibility
and customization.
Cohen (2011) explains that by combining software that can accurately assess and
adjust the level of challenge accordingly with a high-level of student engagement and
optimal content, the resulting environment will sustain a student’s play and learning.
It has been noted by many, including the Department of Education and Early
Childhood Development (2010) the iPad alone is simply just a device - another tool in
the teaching and learning toolkit. More so, it has been offered by Michel Cohen (2011)
as well as the Bill & Melinda Gates Foundation (2012) that even with the high-levels
of enthusiasm students have for the iPads, the device itself does not guarantee
engagement and learning. Rather, it is the combination of the iPad with effective
teachers and pedagogy that allow for the true benefits of the technology for students.
There also exists a growing demand for analytics to quantify the impact the iPad can
make on a student’s education. Cohen (2011) indicates that analytics should be used
in the service of extending and refining learning. In considering the impact of
tracking student data, Johnson, Adams and Haywood (2011) explain that by
analyzing the results, one would see not only the change in student performance, but
would also see results in how educators perceive teaching, learning, and assessment.
Suddenly, models of curriculum are more fluid and open to change.
The introduction of iPads to St. Gabriel’s Catholic School afforded an opportunity to
systematically create metrics and run assessments to gauge the devices’ impact on
student learning, specifically by analyzing data collected via student assessments.
5
7. St. Gabriel’s Catholic School is a Junior Kindergarten through 8th grade school
located in Austin, Texas. In the 2012-2013 school year, the School’s enrollment was
approximately 420 students.
Through a generous donation to the School, iPads were initially introduced to faculty
in the fall of 2012, and then subsequently to students in the winter of 2012. The iPads
were distributed in the following manner:
1:1 iPad Program in Grades 4 & 5 (92 iPads)
Students in these grades each received their own iPad which they were responsible for
bringing back and forth to school.
Shared iPad Carts (55 iPads)
Students in Junior Kindergarten through Grade 3 shared iPads which were available
in hallway carts. Each class had five iPads designated for student use, which were
typically used during “centers” time. However, it was not uncommon for a teacher to
take a full-class set for a specific lesson.
Faculty, Administrators & Staff (55 iPads)
Each faculty member received their own iPad to be used as a teaching tool.
Additionally, select administrators and staff members also received iPads for use at
school.
It is worth noting that while Middle School students had access to iPads for specific
projects or lessons, the decision was made to not deploy iPads to those grades as
Middle School students were already engaged in a 1:1 laptop program.
The role of the Technology Champion at the School was also introduced with the
advent of the iPad distribution. The primary goal of the Technology Champion is to
assist faculty and administrators in using iPads as a tool to positively affect teaching
and learning outcomes. Additionally, it is the Technology Champion’s responsibility
to establish metrics and preform assessments that gauge the effectiveness of the
iPad’s impact on education.
Beginning in the fall of 2012 and extending through the school year ending in Spring
IPAD PROGRAM
BACKGROUND
3
6
8. 2013, research and data collection was preformed by the Technology Champion that
ultimately informed the content of this research study.
Since the introduction of iPads to the School, much work has been done to train
faculty on effective use of the device, including professional development
opportunities offered both within and outside of school.
Lastly, the iPad implementation was largely guided by the goals of the St. Gabriel’s
Wings program at the School. The program has three main tenets:
• The goal of all technology use at St. Gabriel's Catholic School is to have a
positive impact on the education of our students
• Wherever possible, technology will be used to transform the student
experience, rather than replicate it
•The use of educational technology will sharpen students' 21st Century skills
By keeping the focus of iPad and technology usage on these tenets, the discussions
were guided away from the iPad itself, and shifted to what the device allows teachers
and students to accomplish.
7
9. Given the variety of iPad implementations at different grade levels, different
methodologies and data collection techniques were used throughout the school year.
Overall the goal was to assess student knowledge of a particular learning objective
before the start of a unit, introduce the iPad loaded with targeted Apps and videos to
be used as an instructional tool by some or all of the students, and then assess the
students’ knowledge again after the unit was complete.
It has been a constant goal of this research to avoid any attempts in establishing any
causality between iPad use and student behavior. Given the multitude of factors at
play during a student’s education, we did not feel comfortable stating that the
introduction of an iPad was the sole reason for any changes in student performance.
Rather, it has been our focus to simply research if a correlation could be established
between iPad use and the impact on a student’s learning.
After some consideration, the decision was made to focus on Grades 4 & 5 and Grades
2 & 3 as the sample of students to be analyzed for this research study. The
methodology was that these grades, while utilizing different types of iPad
implementations, would provide the greatest opportunity to observe the impact of
iPads on learning.
Below are the approaches to data collection and analysis that we employed at the
different grade levels.
Grades 4 & 5: iPads and eSpark
Every student in Grades 4 & 5 (ninety-two students total) participated in a 1:1 iPad
deployment where they received their own iPad and brought it back and forth to
school each day.
In an effort to take advantage of the potential for differentiation in a 1:1 deployment,
St. Gabriel’s Catholic School partnered with eSpark. The eSpark program is designed
specifically for iPads, leveraging the device as a personal learning environment by
creating a custom curriculum for each student. As well, the ongoing data-collection
that is part of the eSpark process allowed us to analyze the impact of the eSpark
program and the iPads.
METHODOLOGY
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10.
Below is an explanation of the overall steps in the eSpark process for assessing
students and creating custom curricula for students.
eSpark Process
1. Pre-Assessment
All Grade 4 & 5 students took a pre-assessment using the adaptive web-based testing
tool called Let's Go Learn. This established baseline scores in the areas of reading and
math.
2. Goal Setting
The assessment results were sent to eSpark who recommended areas of focus for
every student. Each goal aligned to a Common Core Domain. Teachers reviewed these
suggestions and chose three areas of focus based on that student's greatest
opportunity for development. This teacher review was an important check to
confirm if the initial recommendation was accurate and provided a safeguard against
any error in the system or assessment.
3. Learning Plans & Quests
Each student then received an individualized Learning Plan consisting of Apps and
videos. The St. Gabriel’s Technology Department loaded a total of 4,700 individual
Apps - roughly 50 Apps per student, on Grade 4 & 5 iPads.
4. Classroom Usage
Students used eSpark three times a week at school for twenty minutes a session,
resulting in one hour per week. During that time they would watch video tutorials and
work with Apps that were aligned to their Learning Plan. At the end of a content
segment each student recorded a video explaining back what they had learned.
5. Post-Assessment
At mid and end-year points students took the Let's Go Learn assessment again to
measure the effectiveness of the eSpark program on their iPads.
Student Experience
Students worked on their eSpark goals by completing Missions, which consisted of a
series of “quests” designed to teach a student the various concepts required for
mastery of their area of focus. Each quest took the student through videos to be
watched and Apps to be used.
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11.
1. Starting a Mission
At the start of each new quest, the student was required to watch an introductory
video framing the concept to be taught. The student could not advance to the videos
or Apps until after watching this introductory video.
2. Working through a Mission
After watching the introductory video, students completed specific work in a variety
of Apps and watched additional videos to reinforce the concept learned.
3. Finishing a Mission
Once all of the work in a Mission was complete, the student recorded a video where
he or she explained back the concept they had just learned. This gave the teacher the
opportunity to check the student’s understanding and provided additional instruction
to reteach the concept if necessary.
Grades 2 & 3: iPads used During Math Units
Ninety Five students in Grades 2 and 3 had access to a full class set of iPads that were
available as a shared resource in hallway carts.
Building off the eSpark model used with Grades 4 & 5, a system was employed to
utilize iPads as a supplemental instruction and assessment tool used in Grade 2 & 3
Math classes. There was refinement to the process as the year progressed, but the
overall approach was to identify one specific objective in a Math unit and include
iPads as supplemental assistance in one of the two classes in each grade.
Process
1. Planning
Leading up to a new Math unit the Technology Champion met with teachers to define
a typical area of struggle for students in the upcoming material. A specific objective
and area of focus, aligned to a TEKS (Texas Essential Knowledge and Skills) standard,
was selected.
2. Pre-Test
At the start of the unit, all students in the grade took a pre-test on iPads using the
TenMarks website to establish base-line knowledge.
3. iPad Usage
Then, iPads were brought to one of the two grade-level classrooms to be used as a
supporting tool for the Math unit, creating a control group.
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12. 4. Post-Test
At the end of the unit, each class was given a post-test on the same objective, again
using TenMarks on the iPad.
The assessment process for Grade 2 and 3 students evolved throughout the year.
Initially, assessments were preformed using Learning.com, but in practice, this
proved challenging for students to do on an iPad using a Flash-enabled browser.
Ultimately, TenMarks.com was a better solution for administering assessments.
It also became clear it was imperative that teachers assist in defining what specific
concepts students should focus on for assessments and iPad usage. There were
instances when pre-tests showed that most students already had near-mastery of a
concept, making any further iPad intervention superfluous.
Lastly, we began by introducing iPads once a week to students; this was increased to
twice a week after our first unit. By the close of the school-year we had greatly refined
the assessment and data-collection processes.
Iowa Test of Basic Skills (ITBS) Assessment
Students in all grades took the Iowa Test of Basic Skills (ITBS) assessment in
September of 2012. This is an annual assessment that is mandatory for schools within
the Austin Diocese of Catholic Schools.
There is an addendum planned for this research study to be included once the
September 2013 ITBS assessment has been completed, and the resulting data has
been analyzed.
11
13. There were separate data-collection processes used for Grade 4 & 5 students and
Grade 2 & 3 students. The findings and results included herein have been separated
accordingly.
Grades 4 & 5: iPads and eSpark
The Let’s Go Learn web-based adaptive assessment tool was used to collect data in
Grades 4 & 5. The Let’s Go Learn assessment was administered to students three
times over the course of the 2012-2013 school year (October, February, and May).
Let’s Go Learn Beginning-of-Year Assessment (October 2012)
Establishing Base-line Scores and Goal Areas
The data gathered from students’ initial Let’s Go Learn assessment helped establish a
base-line for each student’s strengths and weaknesses as they aligned to the Common
Core Domain standards.
It was immediately clear that our students performed higher in the Language Arts
domains when compared to Math. Specifically, our Grade 4 & 5 students scored
within the Grade 6 & 7 ranges for Language Arts.
From this assessment data we identified each student’s areas of need. We then
selected specific learning goals upon which to develop that student’s individualized
Learning Plan.
FINDINGS & RESULTS
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12
14.
Figure 5.1: Base-line Let’s Go Learn assessment scores from October 2012. There
were already clear indications of high performance in Language Arts domains.
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15. Let’s Go Learn Mid-Year Assessment (February 2012)
Tracking Progress in Semester One
Overall, students excelled in part due to their use of eSpark in the first semester.
Assessment data showed that students tested twice as high in the areas where they
were using eSpark compared to those areas in which they were not receiving
instruction via eSpark.
Because eSpark is customized for each learner, students progressed through the
program at different paces. Therefore, not all students had completed each of their
Missions when they took the mid-year assessment. This allowed us to see that
students who completed more than two-thirds of their Mission, grew almost one-full
grade level in four-months. This supports the idea that more eSpark usage resulted in
greater understanding of the content.
Looking with a deeper lens at the data, it became apparent that students were seeing
more gains in Language Arts when compared to Math. Additionally, Grade 5 students
showed greater gains than Grade 4 students.
Figure 5.2: Grade level growth after one-semester of eSpark usage.
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16. Figure 5.3: Grade level growth, as indicated by percentage of Mission completed.
Figure 5.4: Grade level growth by subject after one-semester of eSpark usage.
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17. Let’s Go Learn End-of-Year Assessment (February 2013)
Tracking Progress from Semester One to Semester Two, and Full-Year Analysis
While student growth was not as high in semester two, there were still indications of
success. Once again, students saw more growth in the subjects where there was
supplemental eSpark use. Specifically three times as much growth when compared to
non-goal areas of work.
As in the first semester, Language Arts scores grew higher than Math.
Averaging student growth over the full school year, students scored roughly twice as
high in eSpark goal areas when compared to non-goal areas.
An analysis of the data shows that Grade 5 students had an average growth of almost
one full grade level in seven months.
Figure 5.5: Semester two growth in goal area vs. non-goal area.
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18. Figure 5.6: Grade 5 students consistently showed more growth using eSpark.
Figure 5.7: Full year growth in goal area vs. non-goal area.
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19. Grades 2 & 3: iPads used During Math Units
iPads were used during Grade 2 & 3 Math units both as an assessment tool
(ultimately using the TenMarks.com website), and as a supplemental resource for
instruction.
Each Math unit lasted approximately one month. Below are the results of each Math
unit with Grade level indicated.
Grade 3 Math Unit: Multiplication Facts 0 to 12
Pre-Test Average
Post-Test
Average
Overall Improvement
iPad Class 70% 83% 13%
No iPad Class 63% 77% 14%
Resources used for instruction during math unit: Learning.com videos & curriculum
(website), Flash to Pass (App)
Grade 3 Math Unit: Lines, Line Segments, Rays & Angles
Pre-Test Average Post-Test Average Overall Improvement
iPad Class 52% 90% 38%
No iPad
Class
53% 81% 29%
Resources used for instruction during Math unit: Math Splash Grade 4 (App), Khan
Academy (website), TenMarks practice test (website)
Grade 3 Math Unit: Fractions as Part of a Group
Pre-Test Average Post-Test Average Overall Improvement
iPad Class 77% 84 7%
No iPad
Class
72% 77% 5%
Resources used for instruction during Math unit: Fractions: Smart Pirate (App), Pizza
Fractions: Beginning with Simple Fractions (App), Match the Fraction (App), Splash
Math: Grade 3 Summer Math (App)
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20.
Grade 2 Math Unit: Comparing Money Amounts
Pre-Test Average Post-Test Average Overall Improvement
iPad Class 82% 90% 5%
No iPad
Class
79% 82% 3%
Resources used for instruction during Math unit: Amazing Coin (App), Coin Math
(App), Counting Money + (App), Coins Genius (App)
Grade 2 Math Unit: Division as Repeated Subtraction
Pre-Test Average Post-Test Average Overall Improvement
iPad Class 64% 86% 22%
No iPad
Class
75% 85% 10%
Resources used for instruction during Math unit: Splash Math Grade 3 (App), Divi-
sion Wiz (App), Squeebles DV (App), Flash to Pass
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21. iPads made a pivotal contribution to learning for students in Grades 2 through 5, as
indicated by the assessment data. This supports the work of many researchers such as
Cohen, Ireland and Woolerton, and Manuguerra and Petocz, who have posited that
the iPad can be a powerful device in the hands of educators and students by positively
influencing learning outcomes.
It is worth noting that it is not simply the introduction of iPads that contributed to the
results we have found. As part of this process, efforts were made to find high-quality
content and resources for the students to assist their learning. Additionally, we strove
to provide a differentiated experience to the students, making their work more
individualized, and therefore more impactful.
Furthermore, the teachers of the students examined in this study were highly
involved in the overall process. The Department of Education and Early Childhood
Development (2010) suggest in their study that it is not enough to simply give a
student an iPad and expect results. Rather the technology needs to be supported by
committed faculty members: “Quality teaching is (as has been found in other
studies) the factor which enables the iPad to be used effectively to improve
student motivation, engagement and learning outcomes.”
Throughout this process many anecdotal comments were collected that address
themes lying outside the scope of this research study. Included here are the prevalent
topics that arose in discussing other benefits of the iPads introduction.
Both teachers and students referenced the high levels of engagement students had
with the iPad. A teacher offered the description “Anytime I said we were going to use
the iPads, one-hundred percent of the students were thrilled”.
Teachers spoke to how students as young as Junior Kindergarten required little to no
instruction on how to use the device on a basic level. One faculty member attributes
this to “the fact that they have been raised in a world of technology; it is all already so
natural and comfortable.”
The power of differentiation was also noted by teachers and administrators, with one
CONCLUSIONS &
DISCUSSION
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22. administrator explaining how the iPads “have made a huge impact on how we teach,
what we teach and how we’re able to reach all the individual levels of our students”.
Pragmatically, teachers spoke to how the “instant-on” and”always available” nature of
the iPad allowed unforeseen benefits. Specifically, teachers no longer needed to bring
their classes to the computer lab, wasting precious teaching minutes. As well,
teachers voiced that while students used iPads during class they as teachers could “get
around and help students on a small group or one-on-one basis”.
As the device and software evolve, and as students, teachers, and administrators
become more comfortable with the technology, we predict greater gains in teacher
and learning outcomes due in part to the iPad.
21
23. As is the case with any research study, certain limitations were present and observed
as a part of our process.
All students in Grades 4 & 5 participated in the eSpark program which provided
learning content, and included assessments using Let’s Go Learn. Thusly, we were
unable to establish a traditional control group of students in those grades not using
eSpark and Let’s Go Learn. Instead, we analyzed students’ assessment data by
comparing the change in results for subject areas in which eSpark was employed
against those areas where eSpark was not employed.
The methodology and data collection process in Grades 2 & 3 underwent refinement
as we worked through the school year. As such, we were not able to gather as much
data from these grades as we had hoped.
Lastly, as noted previously in this study, our goal has been to establish either a
positive or negative correlation between iPad use and changes in assessment data.
There were no attempts to establish causality between iPad use and changes in
assessment data. By making this distinction we acknowledge that there are a
multitude of factors that influence a student’s performance on an assessment that
exist outside of the introduction of iPads.
LIMITATIONS
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24. Bill & Melinda Gates Foundation. (2012). “Technology & Effective Teaching in the
U.S.” Retrieved April 16, 2013 from
http://www.setda.org/c/document_library/get_file?folderId=304&name=DLFE-150
7.pdf
Council of Economic Advisers. (2011). “Unleashing the Potential of Educational
Technology.” Executive Office of the President of the United States.
Department of Education and Early Childhood Development. (2010). “iPads for
Learning - In Their Hands: Evaluation”. Retrieved April 16, 2013 from
http://www.ipadsforeducation.vic.edu.au/ipad-student-trial/ipad-research
Ireland, G. V., & Woollerton, M. (2010). “The impact of the iPad and iPhone on
education.” Journal of Bunkyo Gakuin University Department of Foreign Languages
and Bunkyo Gakuin College.
Johnson, L., Adams, S., and Haywood, K., (2011). “The NMC Horizon Report: 2011
K-12 Edition.” Austin, Texas: The New Media Consortium.
Manuguerra, M. & Petocz, P. (2011). “Promoting student engagement by integrating
new technology into tertiary education: The role of the iPad.” Asian Social Science.
Michael Cohen Group & USDOE [US Department of Education]. (2011).
“Young Children, Apps & iPad.” New York: Michael Cohen Group.
Sergio, F. (2012). “10 Ways that Mobile Learning Will Revolutionize Education”.
Retrieved April 16, 2013 from
http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutio
nize-education
WORKS CITED
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