iPad Implementation Research Articles

A Quantitative Investigation into the Impacts of 1:1 iPads on Early Learner’s ELA and Math Achievement

Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research.

IPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project

This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.

Substitution to augmentation: faculty adoption of iPad mobile learning in higher education

Purpose – This article aims to present an examination of the first six months of a national college-level iPad implementation project involving 14,000 new students based on faculty shift from substituting their teaching methods with mobile technology to augmentation of teaching methods with new affordances of mobile technology. Design/methodology/approach – A χ2 analysis of descriptions of teaching practices at a baseline sharing event among teachers (called iCelebrate) and a second similar event (iCelebrate2) was used to compare the abstracts for the events using an alpha of 0.05. The parameters examined were five indicators from the technological pedagogical and content knowledge (TPACK) model including the substitution, augmentation, modification and redefinition (SAMR) levels of technology integration. Findings – No significant difference (p=0.069) was found in the technology focus of abstracts, although there was a significant (p=0.0015) difference in the content focus. There was no significant difference (p=0.129) for the pedagogical focus. For technology integration into content teaching, there was no significant difference (p=0.379) in level of substitution versus other levels (augmentation, modification or redefinition), although substitution increased to higher levels; with a corresponding decrease in abstracts that focused merely on substitution. For the level of technology adoption, there was a significant difference (p=0.0083) in levels, with a shift to higher levels of integration. Research limitations/implications – A limitation of the study is that it relies on volunteer faculty who were motivated to adopt the mobile learning tools and to share their approaches with colleagues. Thus, the findings show the development and potential of this self-selected group and may not generalize to non-volunteers. Indeed, the findings may generalize in very specific ways at different campuses. In seeking to understand why these faculty volunteered and why specific campuses were represented differently from others, the paper refers to the varying influences of the school context proposed by Clarke and Hollingsworth. The campus context may support or impede professional growth by influencing a faculty member's access to professional development opportunities, by offering incentives to participation, by creating a culture that values experimentation, and by providing supports for applying learning in the classroom. More data are needed in order to document linkages among campus factors and faculty TPACK. Originality/value – This study is entirely original and has not been published elsewhere in whole or in part. Its intent is to guide education organizations in planning faculty development for mobile education programs.

Mobile cloud service of geo-based image processing functions: a test iPad implementation

The fast-growing technological trends influencing Internet service businesses, cloud computing and mobile platforms are opening new opportunities for implementing and deploying geo-spatial applications. In particular, there are numerous variations or extensions of cloud computing services running on mobile devices. As for the geo-based application services, mobile cloud computing is at an early stage of research and development. The main goal of this study is to present a test case for geo-based image processing functions in the mobile cloud environment. Geo-based image processing algorithms for the mean difference change detection, maximum auto-correlation factor and threshold computation were used as the test case on an iPad in the Amazon web service cloud environment, and the processed results with real data sets are presented in this letter. It is suggested that mobile services with the geo-based image processing functions that fulfil user requirements in a cloud platform can provide opportunities to widen the range of remote-sensing applications.