Use Of iPads Research Articles

The Second Year with iPads. What Have We Learned?

Technology initiatives bring fear and excitement for students and educators, waning over time as devices lose their novelty, yet research related to long-term 1:1 adoption is lacking. The purpose of this research was to follow up with one Midwestern elementary school during its second year of iPad adoption. A Qualtrics survey was used to gather K-5 teacher perceptions. Quantitative and qualitative analyses were used to compare Year One to Year Two. Challenges during Year One included lack of professional development, technology management issues, administrative timing decisions, and poor planning. Success was found with the ability to differentiate instruction, participate in collaborative activities, and improved teacher confidence in classroom device integration. During Year Two, lack of professional development and management and technical issues remain as teachers continue to find the right balance of iPad use in the classroom.

The Role of Brand Reputation and Perceived Enjoyment in Accepting Compulsory Device’s Usage: Extending UTAUT

This study is exploring the acceptance of compulsory Apple iPad usage by Faculty of Business and Economics, Atma Jaya Yogyakarta University (FBE-UAJY) in Indonesia. New undergraduate students each year are required to purchase e-books and iPad as part of their admission and enrollment package. Previous two studies using UTAUT (both published and “original” version) have concluded that the students accepted the iPad. The subsequent interview revealed that the students might be influenced by brand reputation and enjoyment of using a well-known brand such as Apple. Few pieces of anecdotal evidence suggested that the price of iPad has caused new students to cancel their enrollment due to cost consideration. We devised a survey to extend UTAUT by using Brand Reputation and Perceived Enjoyment as new variables. We also used Gender, Prior Tablet Ownership, Price Perception, and hypothetical options if the iPad was not compulsory as moderating variables. We circulate the survey to FBE-UAJY class of 2018 undergraduate students. The findings suggest that Brand Reputation and Perceived Enjoyment are in fact influencing the Intention to Use iPad. While Gender, Prior Tablet Ownership, and Price Perception moderating the influences toward Intention to and the Actual Use of iPad.

M-Learning in an Undergraduate Business Program: Recruitment Promises, Student Perceptions, and Mixed Realities

The purpose of the study described in this paper was to explore student views (n=136) on the use of Apple iPad technology within various in-class courses offered by a School of Business at a small Ontario university as well as the overall effectiveness of a recruitment message focused on mobile learning. The results of the study are as follows: 1) over half of the students had not heard about the offer of a “free” iPad before they had enrolled at the University; 2) students expressed positive and negative views regarding the use of iPads in their face to face classes (e.g., the iPads were helpful in enhancing learning; the iPads were time consuming to use and distracting in the classroom; other devices work better in the classroom); and 3) differences that existed between students’ in-class and everyday use of their iPads could be connected to their frustrations with the steep learning curve experienced by faculty. Key word descriptors: millennials, tablet technology, mobile technology, digital technology, learning transferability, higher education, iPad

Media in Rural Schools. A Case of a Rural High School trying to use iPads in Class Abstract

The purpose of this case study was to explore how teachers and students use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms.

SOCIAL MEDIA IN EDUCATION: THE ABSENT ATTENDEE

Interaction and Information technologies have reshaped our live today, and nowadays' students and teachers have a massive use of smart phones, iPads and other portable devices; moreover, they are continually looking for cutting edge technologies. But often the use of these devices is not in ways anticipated by technology proponents. All these smart phones and other portable devices are equipped or ready for social media applications like Facebook, Twitter, YouTube, WhatsApp, Telegram, and Instagram, Snapchat, which are part of what is known as Social Web 2.0, best characterized by the notions of social interaction, content sharing, and collective intelligence.

The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Student Perceptions of a One-to-one iPad Program in an Urban High School

The iPad, which came out in 2010, was introduced in one-to-one initiatives in schools to replace the laptop, or simply as a new technology. Schools that incorporated tablets reported an increase in student-led learning, increased collaboration, and increased communication. Following a one-to-one iPad implementation at an urban high school for one year, juniors and seniors (n=76) participated in focus groups about their use of iPads for learning and their perceptions of the one-to-one iPad implementation. Students reported changes in communication, collaboration, learning strategies, as well as accountability and independence when learning with iPads. They also described several challenges of learning in an Internet-accessible one-to-one environment. The results highlight the importance of student support for tablet adoption when implementing one-to-one initiatives.

A Reciprocal Digital Relationship Between Home and School: A Case Study from Saudi Arabia Using Cultural–Historical Theory

Use of tablet technologies, like the iPad, are now commonly used in families and have become customary in the everyday lives of children. This paper explores how the use of iPads at school influences children’s activities at home and how children’s activities at school can be influenced by home activities. A case study of one child (aged 5.8 years) in Year 1 in a primary school in Saudi Arabia is presented to explore the relationship between children’s active engagement with iPads at home and school. In the case study, video observations of the child’s iPad activities at home and school are analysed. The research draws upon cultural–historical theory and concepts of demands and motives. The argument is made that the introduction of iPads into the classroom generates new demands on children and stimulates new motives towards the use of iPads in both the school and at home. This can generate a reciprocal digital relationship that advances child development in ways that support changes in classroom practices as well as at home.

A randomized trial: Comparing the use of iPad versus scantron to collect breast cancer risk information in an underserved population.

e18621Background: The best way to collect data to ascertain breast cancer risk is not well understood in underserved population. One approach to better stratify patients' risk for breast cancer is ...

IPads and pre-service teaching: exploring the use of iPads in k-2 classrooms

PurposeThe purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.Design/methodology/approachThis study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.FindingsFindings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.Research limitations/implicationsResearchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.Practical implicationsAddressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.Social implicationsA one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.Originality/valueIt is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

Meaningful occupation with iPads: Experiences of residents and staff in an older person’s mental health setting

IntroductionThis study aimed to explore the experience of staff and residents of mental health residential care facilities, using iPads as a medium to engage in meaningful occupation.MethodA mixed method was used, which combined descriptive quantitative and thematic qualitative analysis. The Pan Occupational Paradigm was used as a theoretical framework, to maintain an occupational perspective. Residents participated in semi-structured interviews, and staff completed surveys and participated in a focus group or individual interview. The responses were then coded and analysed for their description of ‘doing’, ‘being’, ‘becoming’ and ‘belonging’ experiences.FindingsAnalysis found that residents engaged in personally meaningful occupations with the iPads, often with staff facilitation. The study also found that staff and residents responded positively to the iPads, particularly regarding developing positive connections and opportunities for growth and mastery. However, barriers associated with resource availability (particularly hardware and infrastructure) were also identified.ConclusionThe use of iPads in these facilities provided opportunities for residents to engage in meaningful occupation, and overcome the occupational limitations inherent in the service setting. iPad use also enabled residents to engage in the community outside the facility.

The prevalence of digital note-taking trends in professional pharmacy students

Abstract The use of technology in the classroom may have positive and negative effects on student learning. We determined the use of note taking technologies to precept students learning. The research in question is to find out the use of integration of modern technology into didactic courses of pharmacy education. We surveyed students’ perceptions of note taking regarding the type, frequency, and appropriateness of use of note-taking technology in the classroom. We carefully prepared 10 questions for an anonymous survey pertaining to students’ perception of habits and ways of taking notes in the class and how it affected their learning capability in the school. A questionnaire survey was delivered to 59 P1 students in the classroom. 100% of the students who responded owned electronic device and use it while in school. The data determined the following trends. When students were asked about which operating system they are using, 39% used MacBook, 34% used windows and 21% reported use of Ipad for their notes-taking needs. 60% of the students either used a digital product to take notes or used windows. 71% of students who responded said that they take 75-100% of their notes on electronic devices in the P1 courses. The majority of those students used a laptop to take notes during class, 60% of students reported using Notability for note taking while in classrooms. Among other digital products PDF writer, Evernote, and OneNote were also used. 23% of the students still prefer taking notes the old traditional way by printing the lectures and writing notes on paper. This study demonstrated how modern digital technology helps and enhances note-taking ability among pharmacy students. Price and easy use of technological gadgets influences the final selection for students.

Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting

ABSTRACTThe purpose of this study was to examine the barriers to implementing iPads in a primary school setting. The participants in this study included four subject specialist teachers and an ICT coordinator. To gather their views on the use of iPads as instructional tools in the classroom, semi-structured interviews were conducted and teachers' diaries were analyzed. The themes that emerged from the analysis of the teachers' diaries included the positive impact of iPad use in education, the potential disadvantages of iPad use in education, and technical issues. An issue that strongly emerged from the diaries was the need for more training on the features of an iPad and apps along with how to use them appropriately in lessons. It was also revealed that what was initially seen as major barriers to iPad use in lessons could be easily resolved with the presence of the correct knowledge and support.

An app-titude for learning

The second in a series exploring practical activities for introducing concepts that will help children in the Understanding the world area of learning – this month, we look at the use of iPads and tablets.

From iTE to NQT

This article outlines a study to examine if newly qualified teachers (NQTs) who had incorporated iPad within pedagogical practice during initial teacher education, continued to do so in their first two years of teaching, and also to identify the challenges to integration that emerged. Findings show that use of iPad in teaching, learning and assessment by NQTs during induction year was followed by a significant fall in Year 2. Deeply embedded external barriers at both system and individual school context level are shown to exert significant influence on the use of iPad within pedagogical practice. It is concluded that NQTs require ongoing support to maintain and develop their practice with technology, and also that significant reform is required at senior cycle in Irish secondary schools to enable technology integration.

Using Graduated Guidance to Teach iPad Accessibility Skills to High School Students With Severe Intellectual Disabilities

Advances in and the decreased cost of technology has resulted in a significant increase in educational programming that incorporates technology into the school curriculum. Specifically, the use of iPads has become quite common to support students social, communication, and academic outcomes in recent years; however, many students with moderate to severe disability do not have the access skills necessary to navigate these devices independently. This study investigated the effect of graduated guidance on iPad accessibility skill acquisition for three high school students with severe intellectual disability. Students were taught to swipe, drag, touch tap, minimize, and enlarge images on an iPad to access high-interest websites, images, and instructional resources. A multiple probe across students design was used to examine the effects of graduated guidance on the number of trials completed independently on each accessibility skill. Results indicated a functional relationship between the use of graduated guidance and student independent correct physical responses for all three students. Implications for practice and future research are discussed.

Investigating digital native female learners’ attitudes towards paperless language learning

This study is an investigation of paperless language learning in the context of the United Arab Emirates. The purpose of this study was to examine Emirati level 1 English language learners’ attitudes towards the iPad use as a means of language learning. It was done through a cross-sectional survey questionnaire, wholly composed of fixed-choice questions, and through weekly reflective journals that were written by the teachers teaching the groups. The survey collected data through a questionnaire from 80 students who had been exposed to paperless language learning for a duration of 80 teaching periods. The data collected showed positive student attitudes towards iPad implementation as a language learning tool in terms of learner satisfaction, motivation, perceived tool usefulness and learning effectiveness. Reflective journal analysis showed that the digital world presents the students with a direct link between the effort taken and the reward received, whereas the feedback or the reward given by the teachers in the traditional classroom was either too nebulous or too slow to motivate students to keep the pace of progressive learning. Published : 9 February 2018 Citation : Research in Learning Technology 2018, 26 : 1937 - http://dx.doi.org/10.25304/rlt.v26.1937

Abstract 47: Impact of EMS Field-telestroke With Hand-held Ipads on IV-tpa Therapy for Stroke

Introduction: Reducing the Door-to-Needle (D2N) time to IV-tPA has been shown to improve outcomes after acute ischemic stroke. Pre-hospital Telestroke using Mobile Stroke Units has been shown to reduce D2N times but the number of patients treated are underpowered to show improvement in stroke outcome. With deployment in urban areas near multiple comprehensive stroke centers and costs averaging $1M to purchase and $1M to operate annually, it is unlikely that Mobile Stroke Units will exert a major impact on the broader population of stroke victims. Hypothesis: Bringing Telestroke expertise to the patient by utilizing Advance Stroke Life Support (ASLS)- trained EMS crews equipped with hand-held iPADS for videoconferencing in the field with their Medical Control could enhance patient assessment and reduce D2N times for IV-tPA in acute stroke. Methods: Field-Telestroke training of 243 EMS personnel from 6 community squads associated with a 332-bed acute care Primary Stroke Center was conducted in 2q 2016 and included ASLS Certification, education on Stroke Protocols and videoconferencing in the field with the hospital’s Medical Control, and the use of HIPPA-compliant hand-held iPADs. A retrospective analysis of transports from July 2014- July 2016 pre-implementation and July 2016-June 2017 post-implementation included Stroke Alert process times of Door-to-CT completion (DCT) and D2N. Results: Pre-hospital use of Field-Telestroke from July 2016-June 2017 was associated with a shorter average DCT of 10.7 vs 34.5 minutes and shorter D2N time for IV-tPA therapy of 41 minutes vs 50 minutes with standard pre-hospital notification. Overall IV-tPA utilization from July 2016-June 2017 (12.7%, 26/204) was non-significantly increased from baseline July 2014- June 2016 (10.6%, 50/473, p=0.43). Conclusions: The use of Field- Telestroke was associated with faster DCT and D2N times for IV-tPA therapy. Field-Telestroke by ASLS-trained EMS squads is a promising low-cost approach to deliver high quality pre-hospital stroke care to communities.

Evaluating Instructional Apps Using the App Checklist for Educators (ACE)

The use of iPads and apps has become common in K-12 inclusive classrooms. Special education teachers frequently use this tool to support instruction. Data from electronic surveys were used to determine criteria that teachers identified as important for choosing apps for classroom use. Using this information, the authors developed an App Checklist for Evaluators (ACE) to assist teachers in reviewing apps. Areas included on the ACE are: Student Interest, Design Features, Connection to the Curriculum, and Instructional Features. Suggestions for choosing an effective app include determining user needs, assessing student interest, evaluating design features of the app, documenting the connection to the curriculum, and identifying instructional features.

The Use of Ipad in Learning Islamic Religion Education at the Eighth Graders of Sabilurrasyad Junior High School, Bojong Ngampel Kendal

This study aims at finding the use of Ipad in learning Islamic Religion Education at the eighth graders of Sabilurrasyad Junior High school, Bojong Ngampel Kendal.This study used a qualitative research method. Data were gathered through an observation, indepth-interview and documentation. The results of this study indicate that the use of Media of Ipad Learning in Islamic Religion Education Class at the eighth graders of Sabilurrasyad Junior High School, Bojong Ngampel Kendal is considered effective. Furthermore, the average value of Islamic religion education after the implementation of Ipad media is higher that is 85.67 compared to the previous one 81.14. The supporting factors of the Ipad media are the internet network provided by the school, training from the Information Technology Development Agency, Ipad interestingly attracts students’ attention and motivation, iPad can present material in audio visual form. Meanwhile, the inhibiting factors of using ipad are limited battery power or usage, unstable internet network, students’ lack of knowledge in using ipad, and there is no filter to block inappropriate sites.