The Influence of Ipad and Tablet Computers on the Enhancement of Oral and Listening Proficiency among Young Students

Abstract

Educational technology integration rises as schools rethink American school ideology and practices. Technology may be used in schools to develop modern education, but iPad integration in basic math’s teaching has to be understood. In response to these challenges, this in-depth case study examined how iPads as personalised learning aids affect third graders' arithmetic performance and attitudes using nearly experimental qualitative as well as quantitative information. How did NPS School use iPads in a third- grade mathematics classroom as well as how did it influence elementary school students' math skills and attitudes? Subquestions helped fully and comprehensively evaluate the practice problem. How do iPads and textbooks compare in third-grade arithmetic? How do tablet users see math’s differently from traditional students? These study questions were answered by two third-grade math classrooms. Standard education and iPad-integrated teaching were given to two groups. iPads were the only group difference. Content, lesson design, evaluations, inventories, & instructors were identical. Student learning and attitudes were assessed using both pre- and post-tests or an ATMI. The instructor & coordinating administrator were questioned for further information. Researchers also looked at teacher lesson plans to see how iPads were used. This study discovered quantitative-qualitative gaps. Although the post-test and ATMI were not statistically significant, the interviews with the participating adults suggested that students who utilised iPads for teaching had better involvement, attitudes, and productivity.