Abstract
We explore the use of iPads in a diverse urban high school and the ways in which teachers and students were supported to integrate these tools into their instruction. We provided 4 English teachers with 20 iPads with little or no professional development about how to integrate them into their instruction. Using a formative experiment design, we examine what it took to increase the use of the technology tools with a group of diverse students. Over the course of the year, we made several modifications, each of which increased the use of the iPads.
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