Ipad in the classroom

This paper presents the results of a research project that involved introducing iPads into two elementary school classrooms to support the development of student digital storytelling skills. This was done because the school jurisdiction wanted to implement technology into grade six classrooms and provide useful support to the teachers and students. This project resulted in many positive learning experiences with the technology, with storytelling and across other components of the curriculum and the community. There are a number of implications of this research, including examining the constructionist theories underpinning the learning behind the creation of educational artifacts. In practice, there are many management issues regarding implementing new technology in classrooms as well as the pedagogical implications of giving students access to technology that can allow them to create their own understandings in classrooms.

This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction? How do educators and students perceive the value of using iPads in the classroom? For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applica...

Digital Media and Learning Issue. James Paul Gee, Nicholas E. Husbye, & Jennifer Connor-Zachocki (Eds.)
This chapter examines the digital literacy practices that emerge when young children play together with digital apps on touchscreen devices. Children’s collaborative composing with a digital puppetry app on a touchscreen--with many hands all busy dragging, resizing, and animating puppet characters, and many voices making sound effects, narrating, directing, and objecting--appears aimless, chaotic, and in sharp contrast to the orderly matching activities in prevalent letter and word recognition apps that dominate the early childhood educational software. The crowded collaboration around a single touchscreen looks messy but produces a complex text built with 1) touches, swipes, and other embodied actions that make up digital literacy practices, 2) sensory or multimodal layers of colorful images, dialogue, sound effects, and movement that make up animated stories; and 3) negotiation and pooling of children’s individual story ideas for shared pretense that make up playful collaboration—all contained on a 9.7 inch screen.

Que font ces quelque 10 000 élèves du Québec (Canada) qui utilisent de façon quotidienne l’iPad en salle de classe? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique à cette nouvelle tendance en éducation que nous avons décidé de mettre en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation, avec la collaboration de quelque 18 écoles secondaires et primaires du Québec. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif de la tablette tactile en contexte scolaire. Nos résultats montrent que les avantages dépassent les défis rencontrés. Les résultats présentés dans cette étude montrent à la fois qu...

Abstract. It has become standard practice to use the traditional information technologies such as web and email in education. But as the University campus becomes increasingly deployed with interconnected computing technology, we begin to ask how the resulting “iCampus” resource can be used in new and novel ways. This paper builds upon our previous work in the area of intelligent environments and goes beyond the typical use of computing technology within education. We report on our current research that aims to ...

This paper discusses changes in young children’s learning performance and efficiency during clinical interviews in which each child interacted with a variety of virtual manipulative mathematics apps on iPads. Researchers interviewed 100 children ages 3 to 8 using a protocol format with two pre-assessment apps, four learning apps, and two post-assessment apps. Data were gathered quantitatively and qualitatively, using wall and screen-capture videos, pre and post assessments of performance, and time-stamping to record efficiency. Following 30-40 minute interviews where children interacted individually with the mathematics apps, results showed that children in the Preschool group increased efficiency while maintaining performance, children in the Kindergarten group increased performance while maintaining efficiency, and children in the Grade 2 group increased their performance and efficiency in skip counting, but not in place value. Overall, children in different age groups responded i...

More than 2 million people in the United States are unable to speak or use handwriting as an effective and efficient mean of communication (ASHA,2004). This paper discusses a brief history of augmentative alternative communication (AAC) devices. The ultimate goal of an AAC intervention is to enable individuals to efficiently and effectively engage in a variety of interactions. Communication is a critical element of staying connected to society and is the tool for redefining one’s self. This paper discusses the history of AAC, as well as etiologies that may benefit from AAC use. Without access to speech, individuals are severely restricted within communication and participation in all aspects of life. Furthermore, new mobile technology such as the iPad has brought AAC into the mainstream. The iPad and other mobile technologies provide powerful new tools to potentially enhance communication for individuals with developmental disabilities, acquired neurogenic disorders, and degenerative neurological conditions. A brief comparison between today's mobile technologies and traditional AAC devices such as the Picture Exchange Communication System (PECS) and the Voice Output Communication Device (VOCD) proves which speech generating device (SGD) is more beneficial to individuals that require AAC.


Keywords: Augmentative alternative communication; Picture Exchange Communication System; Voice Output Communication; Speech Generating Device; iPad; Mobile technology

Cette contribution présente une synthèse d’une recherche de master portant sur l’usage pédagogique de tablettes tactiles dans l’enseignement primaire en Suisse. Les résultats exposés ici répondent aux deux questions suivantes : 1 Quels sont les types d’usages pédagogiques réalisés par les enseignantes et les élèves dans le cadre d’activités médiatisées par la tablette tactile ? 2. Quelles sont les manifestations positives et négatives perçues et observables liées à l’usage des tablettes tactiles par les enseignants et les élèves ?

Les tablettes tactiles et l’iPad peuvent-ils devenir un agent de changement à l’école primaire? Cet outil technologique peut-il participer à la réussite scolaire des élèves? Est-ce que cette tablette leur permettra d’apprendre plus? Alors qu’à la maison, les parents font souvent la guerre aux enfants sur la question de l’usage des jeux vidéos, l’arrivée des tablettes tactiles à l’école ne
donnera-t-elle pas naissance à un autre champ de bataille, en salle de classe? La tablette tactile favorise-t-elle réellement une plus grande égalité scolaire ou n’est-elle pas plutôt un outil qui viendra, encore plus, creuser un fossé entre les « technoriches » et les « technopauvres »? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique et pédagogique à cette nouvelle tendance en éducation, que nous avons mis en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif des tablettes tactiles en contexte scolaire, en lien avec la recherche scientifique.

With the revolution that has taken place in the functionality and uptake of portable networked ‘smart’ technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study on the use of portable personal computing devices in the early years of schooling. Specifically, it focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom during the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a ‘first year out’ teacher, and to discuss points of tension found in the contested space of early years literacy education, which are highlighted when potentially transformative technologies meet institutionalized literacy education practices. Our findings suggest that the broader policy and curriculum context of early years literacy education, and institutionalized practices found in this space, is potentially at odds with teacher-held intentions to transform learning through technology use, particularly with respect to tensions between print-based traditions and new digital literacies, and those between standards-based classroom curricula and more emancipatory agendas.

1. Executive summary
Key words: mobility, portability, access, training, data transfer, transformation, personal
ownership
This Report has been prepared by the Technology Enhanced Learning Research Group based in the
Faculty of Education at the University of Hull. We report a case study of mobile technology adoption
from eight individual educational locations in Scotland that differ significantly in terms of
demographics, infrastructure, the approach of the Local Authority and readiness to implement the
use of tablet technology for learning and teaching. The study took place between March and summer
2012 and the mobile technology used was the Apple iPad.1
The schools in the sample were selected via recommendations from their Local Authority. Whilst this
sample includes a wide range of variation in key factors likely to influence the adoption and
successful use of mobile technology, it does not necessarily represent all schools across Scotland. We
therefore do not attempt to draw comparisons between schools or report on the long-term impact of
this pilot initiative regarding individual educational attainment or cohort assessment outcomes. This
report forms part of a developing longitudinal investigation that is seeking to achieve these larger
objectives.
Three models of ‘personalisation’ of the technology were found in the schools:
1. Some deployed class sets of the technology where devices were retained in the school and issued to
students for particular lessons or purposes;
2. Other schools allocated machines to individual students for use across lessons but they were not
allowed to take the equipment home;
3. A third group of schools adopted the most personalised approach and gave students the device for
the duration of the pilot for use in school and at home.
Sometimes schools used a hybrid of these three main approaches. A total of eight schools and around
three hundred and sixty five iPads were involved in the pilot. The majority of teachers in the pilot
were provided with a personal iPad before or at the start of the initiative.
Research data was drawn from:
• Initial (baseline) and exit surveys of parents and students;
• Interviews with the lead teachers and senior managers in each school;
• Interviews with advisers and senior leaders in each of the Local Authorities;
• Focus group meetings with students in each school, and;
• Lesson observations by the research team.
1 Most students had access to the 2nd generation iPad although a few used the 1st generation device which lacked a camera
feature
iPad Scotland Final Evaluation Report, October 2012 9/116
In addition reflective journals that teachers were asked to write and the video diaries and logs kept by
a representative sample of students were drawn upon. Analysis of the data was undertaken between
July and October 2012.

The purpose of this study was to explore relationships between app affordances and user abilities in second graders' interactions with mathematics virtual manipulative touchscreen tablet apps. The research questions focused on varying manifestations of affordance–ability relationships during children's interactions with mathematics virtual manipulative touchscreen tablet apps. Researchers qualitatively analyzed video recordings and ethograms from clinical interviews of 33 second-grade children. Each 45-min clinical interview involved one child interacting with two sequences of mathematics virtual manipulative touchscreen tablet apps: one sequence focusing on place value concepts and the other sequence focusing on skip counting concepts. Results provided evidence of Moyer-Packenham and Westenskow's (Int J Virtual Pers Learn Environ 4(3):35–50, 2013) five affordance categories of virtual manipulatives. Approach to and degree of affordance access varied depending on a child's corresponding ability, and some children modified their affordance access as their ability changed. Results also indicated that outcomes of accessing an affordance also related to a child's ability. Context also influenced affordance access. These results imply that affordance–ability relationships are multifaceted. Overall, these results imply that is important to consider affordance–ability relationships in relation to mathematics education technology. Abstract and references only; please see journal/DOI for full article. affordance access as part of a continuous affordance–ability relationship that can lead to an array of outcomes depending on a child's corresponding ability. Thus, theoretical and empirical research should continue to explore the intricacies of these affordance–ability relationships. These results also have implications for practice, as those who design and implement educational technology tools should be aware of affordance categories and affordance–ability relationships when developing, choosing, and evaluating these tools and children's interactions with the tools. Importantly, these results indicate to researchers, designers, and implementers of educational technology that attributes of users, tools, and contexts will vary, prompting different mathematical learning experiences by users based on affordance–ability relationships.

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In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English Language Arts standards. The authors also provide suggestions for getting started with coding apps and discuss aspects of instruction for teachers to consider as they plan to integrate coding apps into their classrooms.

Place value understanding is recognised as a critical component in the development of
number understanding for young children. In this paper we investigate the usefulness
of a purpose built app in supporting children’s understanding in German and
Australian contexts. In particular, we investigate whether the app supports the
development of bundling and unbundling. Our findings indicate positive and negative
aspects of the use, which have implications for both teachers and app designers.
Keywords: apps, place value, curriculum, professional development

Corona SDK allows the mobile app developer to create for multiple platforms at the same time.  With the ability to develop for Apple iOS and Google Android, today’s developer can ready an application in a much shorter period of time for multiple markets.  Beginning Mobile App Development with Corona is designed to be used as a textbook in college or advanced High School courses.

The increased popularity of tablets in general has led to uptake in education. This chapter builds upon the past research and experience of the authors, in particular the findings of a critical systematic literature review that reports on the use of tablets in schools (see Haßler, Major & Hennessy, 2015). The aim of that review is to determine if, when and how using tablets impacts on learning outcomes: Do the knowledge and skills of students increase following the use of tablets for particular purposes, and, if so, what factors contribute to successful or unsuccessful use? Outcomes of the review enable us to reflect on the impact and affordances of using tablets educationally, and allow us to consider factors related to the successful integration of tablets in schools. This chapter provides information and advice for educators (including initial teacher educators) and school policy makers interested in the educational use of tablets. Overall, tablets have significant potential for enhancing learning—but, as with all technology—the most important element remains the teacher, and their classroom practice.

This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers’ Technological Pedagogical Content Knowledge (TPACK) scores to measure the successful integration of the iPads.

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The Systematic Review methodology was used and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesise how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, make it difficult to draw firm conclusions. The generalisability of evidence is limited and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.

"The goal of this investigation was to explore how a fourth grade teacher could integrate iPads into her literacy instruction to simultaneously teach print-based and digital literacy goals. The teacher used iPads for a three-week period during her literacy instruction and selected apps that provided unique approaches to helping the students meet their literacy learning goals.
An explanation of how to develop lessons that meaningfully integrate iPads is presented, as well as lessons learned from the project. Considerations for integrating tablets, such as the iPad, into literacy instruction are provided.
Because iPads and similar tablets are relatively unexplored as tools for literacy learning, this work may provide a foundation for teachers and leaders making decisions about whether mobile devices such as these can be useful in literacy classrooms."

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting.

Abstract
The purpose of this study was to investigate the effects of an iPad iBook for adolescents with disabilities. With its release in 2012, the iBooks Author software for the Apple iPad allows classroom teachers to create accessible and engaging textbooks. Leveraging media and interactive widgets, iBooks Author holds promise for delivering content to learners of all needs. However, little empirical research currently supports the iPad as a textbook. In this intervention study, 22 middle school students with disabilities learned to identify and understand features of textbooks. Participants were randomly assigned to one of two cohorts and alternated reading between a traditional textbook and iPad iBook across six science textbook chapters. Using a repeated measures design, quantitative and qualitative data were collected for reading comprehension scores, electrodermal activity, cognitive load, and participant satisfaction. Results indicated no significant differences in reading comprehension scores, electrodermal activity levels, or cognitive load scores. Satisfaction measures indicated students significantly preferred the iPad iBook. Emergent themes from participant interviews, fidelity checks, and task analyses are also discussed.

With the proliferation of the personal computer, have heavily invested in technology and learning over the last decade. As practitioners working with students on a daily basis, we are concerned with the “cart be- fore the horse” mentality of large-scale investments for digital devices while overlooking a comprehensive un- derstanding of how to best leverage such technologies in the classroom. To that end, the purpose of this paper is four-fold: (1) establish a concise background of how we arrived at the “cart before the horse” mentality, (2) provide a guiding theory to understand how learning experiences may differ on digital devices, (3) summa- rize why structural elements of the classroom matter, and (4) describe a classroom-based intervention us- ing an iPad iBook with students with disabilities. Our specific study, the basis for Dan’s recently published doctoral dissertation (Pollitt, 2013), is described in the, Classroom Practices section of this paper. The section details the use of the Apple iPad iBooks Author soft- ware as an intervention for middle school students with disabilities. Note that the term “digital devices’ is used throughout this paper to broadly define desktop, laptop and tablet computers, whereas we will specifically focus on the iPad in later sections.
Persons involved in the (1) decision-making process, (2) implementation, (3) teaching, and (4) sustained practice of classroom-based technology interventions
will benefit from this white paper. The references found in this paper include grounding theory, further readings, and recent studies conducted in the United States intended to better understand the experience of these learning environments.

Que font ces quelque 10 000 élèves du Québec (Canada) qui utilisent de façon quotidienne l’iPad en salle de classe? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique à cette nouvelle tendance en éducation que nous avons décidé de mettre en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation, avec la collaboration de quelque 18 écoles secondaires et primaires du Québec. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif de la tablette tactile en contexte scolaire. Nos résultats montrent que les avantages dépassent les défis rencontrés. Les résultats présentés dans cette étude montrent à la fois que l’implantation de la tablette tactile à l’école constitue possiblement une prise de risque nécessaire pour les écoles, qu’il s’agit d’un outil technologique doté d’un potentiel cognitif étonnant, mais aussi que son arrivée en classe ne se fait pas sans heurts. En effet, l’utilisation de cette nouvelle technologie en classe peut poser des défis que les enseignants auront du mal à relever s’ils sont mal préparés. Nos résultats montrent notamment que la clé du succès d’une intégration réussie de l’iPad en contexte scolaire serait avant toute chose la formation adéquate des enseignants et la sensibilisation des élèves aux usages éducatifs et scolaires réfléchis.

The current era of advanced display technologies, such as a head mounted displays, smart glasses and handheld devices, have supported the usage of mixed-reality and augmented reality concepts in smart educational classrooms. These advanced technologies have enabled enhanced collaboration and an interactive communication between distance learners and local learners. Being present’ is a key factor in both worlds (real and virtual) as it plays an important role in increasing the students’ collaborative engagement during the learning activity. However, few studies have considered how much using such immersive interfaces with various learning scenarios may ultimately affect learning outcomes, and whether students feel fully engaged or not in such environments. This work-in progress paper will demonstrate a MiRTLE+ prototype of how remote students can collaborate within mixed-reality environments by using an augmented reality approach. Secondly, it will explore the learning effectiveness based on the following factors: students’ presence, engagement, and immersion in smart environments. With regard to the learning task, we will consider a card game task to measure the learners’ progress as they progress from novice to expert player. To evaluate these factors, we utilise several existing frameworks which have been applied to our mixed-reality worlds

The purpose of this study was to examine the effect of motivation on upper-grade elementary students’ preferences for acoustic or tablet-based instruments. The effect of cultural familiarity on musical instrument preference was also investigated.
Participants (N = 138) were classified by motivation levels (low, medium-low, medium-high, and high) and played the guitar, tablet-based guitar, gayageum (Korean string instrument), and tablet-based gayageum. After playing each instrument, participants
rated preferences and provided their reasons. Results of the mixed-model ANOVA revealed two significant main effects for instrumental mode (acoustic vs. tablet-based) and motivation on instrument preference. A significant three-way interaction was
also found: Cultural Familiarity × Mode × Motivation. The two main effects of mode and motivation produced a general pattern in instrument preference: (a) Students generally preferred acoustic instruments to tablet-based instruments, and (b) the
level of motivation was associated with the degree of preference ratings. However, the interaction effect deviated from the general pattern; the low motivation group participants’ preference ratings between acoustic and tablet-based guitars were not significantly different. This deviation from the general pattern appeared only for the culturally familiar instrument (guitar) but not the culturally unfamiliar instrument (gayageum) among the low motivation group.