Use Of iPads Research Articles

Teachers’ perceptions and practices of iPads for visual arts learning in early childhood education

This paper contributes to the ongoing debate about information and communications technologies integration in early childhood education, specifically its role in promoting visual arts education. We explored the use of iPads to support young children’s visual arts learning. A qualitative case study approach used observations, interviews, and children’s assessments to obtain data. Results showed that teachers held positive perceptions of iPads as tools for young children’s visual arts education, teachers collaborated with children while using iPads, and teachers integrated iPads with traditional art resources. The study suggests that teachers’ positive perceptions of iPads and their purposeful integration into children’s learning environments could creatively foster young children’s visual arts education.

Optimalisasi Pembelajaran Digital Menuju Era Digitalisasi Pendidikan Studi Kasus Di SMA Al Azhar 4 Kemang

This study aims to optimize learning in digital learning at SMA Islam Al Azhar 4 Kemang. Education significant transformation in the era of information technology, with the introduction of devices such as Smart Boards and iPads offering limitless potential in enhancing teaching and learning processes. This study uses a qualitative approach with a case study method. Data collection techniques used by the researcher are FGD (Focus Group Discussion) and observation. The data analysis technique used by the researcher is descriptive analysis. The results of the study show that the interest of students at SMA Islam Al Azhar 4 Kemang increased after the use of digital learning media in the form of Smart Boards and iPads. Students felt the effectiveness of using digital learning media. The findings of this study are that the use of iPads can provide significant benefits in digital learning at SMA Islam Al Azhar 4 Kemang if used appropriately. Various learning on iPads can increase student interaction and involvement in the learning process. In addition, the integration of rich multimedia features in Smart Boards and iPads helps to explain complex concepts more clearly and attractively. The challenges that need to be overcome so that the potential of Smart Boards and iPads can be truly maximized in learning at SMA Islam Al Azhar 4 Kemang are the difficulty in integrating this technology into the existing curriculum and finding a balance between the use of technology with traditional teaching methods.

Examining Students' Attitudes Towards iPads as Interactive Multimedia Tools and their Impact on Learning Quality in Indonesian Private Secondary School

This study explores students' attitudes toward using iPads as interactive multimedia tools in learning Islamic education (PAI) and examines the impact of this approach on learning quality. With the growing integration of technology in education, understanding the effects of interactive multimedia like iPads on students' learning experiences is critical. A mixed-methods approach was employed, involving both quantitative and qualitative analysis. A sample of 123 students from grades 7 to 9 was selected through stratified random sampling from a school that uses iPads in its learning system. Additionally, ten students were purposively chosen for interviews based on varying levels of iPad engagement. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings indicated that students generally had a positive attitude toward using iPads in PAI learning. In both quantitative and qualitative assessments, students described the iPad-based learning as "fun," "interesting," "flexible," and preferred over traditional textbooks. Regression analysis revealed a significant positive effect of students' attitudes on PAI learning quality (Sig = 0.000 0.05). Qualitative data further showed that using iPads improved comprehension, learning effectiveness, and outcomes. The positive attitudes toward iPads suggest that interactive multimedia can enhance student engagement and learning in PAI. This study highlights how the use of iPads positively impacts both the learning process and outcomes, supporting more effective Islamic education. This research demonstrates that students’ positive attitudes toward iPads significantly improve the quality of PAI learning. The findings underscore the importance of incorporating interactive multimedia tools like iPads in teaching to enhance student learning experiences.

CHANGES IN TECH USE PREDICTING SOCIAL WELL-BEING FOR INTERGENERATIONAL PROGRAM PARTICIPANTS

Abstract Previous research has shown that technology-based interventions show promise for reducing social isolation and loneliness. Less research has examined quality of life outcomes for these programs or interconnectedness of these outcomes when examining pre/post-change. This study examined the connections between technology use and knowledge with loneliness, social isolation, and quality of life before and after participation in the program. The final sample (N=324) was rather diverse regarding work and living status (for example, 67.5% retired; 67.8% lived alone; 70.1% had less than $30,000 income; 40.2% had a high school education or less). Using structural equation modeling, this study examined pre- and post-data to identify to what extent technology usage and knowledge (frequency of iPad use, digital competence) predicted an individual’s change in loneliness, social isolation, and quality of life. This final model showed excellent model fit (𝜒2(148, N=324)=247.01 p<.05 with CFI = .95, TLI = .93, RMSEA = .05, CMIN/df = 1.67). Within this model, findings showed that digital competence improvements predicted quality of life, social isolation, and loneliness (Ad. R. Square = 0.17); the frequency of iPad use influenced social isolation and quality of life (Adj. R Square = 0.29); and loneliness influenced quality of life and social isolation (Adj. R Square = 0.81). There are multiple possible mechanisms through which older participants’ lives can be impacted by intergenerational technology programs. Understanding the complex interplay of factors helps us understand the potential benefits of these programs on quality of life.

The Influence of Digital Sketching Tools on Concept Novelty and Evolution

Abstract Digital tools for sketching, such as tablets, have become popular for streamlining design work and keeping a large quantity of sketches in one place. However, their impact on design creativity, novelty, and concept evolution is not yet well understood. Here, we present a controlled human subjects study that assesses the influence of tablets (iPads) on concept novelty and evolution in the context of an engineering design concept generation exercise. We expect that iPad use will not influence concept novelty due to its similar speed of use as pen and paper sketching. We expect to see different patterns in concept evolution between the two types of tools, namely, that iPad users will demonstrate more iteration on a concept (concept evolution) than pen and paper users due to the fact that iPad features make it easy to copy and paste previous sketches and then modify them. We find that the tool used is not correlated with concept novelty. Additionally, we find no strong differences in overall concept evolution quantities between the two tools, though we see that iPad sketches exhibited more cases of consecutive concept evolution than nonconsecutive whereas paper and pen sketches showed an equal amount of both consecutive and nonconsecutive concept evolution. Results indicate that overall, iPads may not significantly inhibit designers’ creative skills and thus could be a reasonable replacement for pen and paper sketching, which has implications for both design education and practice.

Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space

BackgroundSecond language classroom research has explored how teachers demonstrate their classroom interactional competence (CIC). CIC focuses on teachers’ ability to use appropriate language to mediate students’ learning and promote learning opportunities. Research on translanguaging has highlighted how teachers and students mobilise diverse multilingual, multimodal and spatial repertoires to collectively construct meaning in classroom interactions. Aims and samplesBased on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary mathematics classroom, this paper adopts a case study approach in order to examine how the teacher’s use of iPad expands his choice for using different multimodal repertoire to mediate and assist students’ learning of academic language and mathematical knowledge. MethodsMultimodal Conversation Analysis is deployed to analyse the classroom interaction data and it is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. ResultsIt is evident in the findings that the construction of a technology-mediated space displays the English- Medium-Instruction teacher’s CIC, harnessing the available semiotic repertoires afforded by the iPad in order to achieve his pedagogical goals. ConclusionsI argue that the notion of CIC can be conceptualised through adopting translanguaging as an analytical perspective, which highlights the teacher’s ability in orchestrating technological affordances for creating an interactional space for student learning. Such a conceptualisation reinforces the need for teachers to draw on a wide range of available multilingual, multimodal, and technological repertoire to create a learning environment conductive to interaction and academic and language learning in English-Medium-Instruction classroom.

The Relationship between iPad Usage and Learning Motivation of Faculty of Medicine Students of Universitas Pasundan

Education can be achieved optimally if a learning process is carried out and given effectively and efficiently. The use of gadgets among students is a habit or a necessity to have, such as cellphones, tablets, and various other types of gadgets. The purpose of this study was to determine the relationship between the use of gadgets and the learning motivation of students at the Faculty of Medicine, Universitas Pasundan. This research is a quantitative research. The sample in this study were 138 students of the Faculty of Medicine, Universitas Pasundan. The sample technique used is nonprobability sampling. The data analysis used was univariate and bivariate analysis. The results of the study show that the relationship between iPad use and learning motivation has a significant relationship with a significance value of >0.05. This is evidenced in the chi-square (χ2) calculation results with a probability value (p-value) that is 0.001 less than 0.05. Thus it can be concluded that there is a relationship between the use of iPAD and student learning motivation at the Faculty of Medicine Universitas Pasundan.

Creating translanguaging spaces in a Hong Kong English medium instruction mathematics classroom: A comparative analysis of classroom interactions with and without the use of iPad

Recent educational studies have paid less attention to how teachers utilize resources to contingently respond to unexpected technical issues. This comparative study investigates how various resources are employed in moments when the teacher creates a technology-mediated space through the affordance of a mobile device (iPad) and moments that are not mediated by the iPad due to technical failure in an English-Medium-Instruction (EMI) mathematics classroom. The analysis, conducted using Multimodal Conversation Analysis and Interpretative Phenomenological Analysis, illustrates that the linguistic and multimodal resources, which are used in a technology-mediated space for developing pedagogical strategies, transcend the boundaries of mode since they are re-enacted in the context without using the iPad. I argue that an EMI classroom can be conceptualised as an integrated translanguaging space with different sub-spaces, allowing the teacher to strategically draw on multilingual and multimodal resources to transcend mode boundaries and shape the classroom as a space for learning.

The Effect of Using iPad Apps in Developing Components of Cooperative Learning Among Students During the COVID-19 Pandemic

The purpose of this research is to investigate the effects of iPad use in the enhancement of structure and factors of interactional education among students during the COVID-19 pandemic. In this respect, the educational community that emphasized using interactional traditional methods imposed social distancing due to rapid global changes in recent years and the COVID-19 pandemic. This directly affected the traditional educational methods, and many students were deprived of the positive effects of interactional education. For all the aspects of education to achieve their goals, electronic applications were used in education to fully accomplish the results of public education and specifically achieve interactional training. Modern studies and investigations recommend following scientific methods about the effects of technology, in general, and iPad applications, in particular. We investigated the consequences of learning from peer groups and interactional education. The results showed that students prefer interactional and cooperative learning to individual education. Finally, it is important to study the effect of using iPad applications in improving and updating educational interactional resources for students. In this research, we try to answer the question What is the effect of electronic applications on the improvement of interactional educational lessons among students during the COVID-19 pandemic? We studied the ways that students had access to the iPad during the course and the effectiveness of the resulting education as well as the reasons for what was or was not effective.

Comparison of Multiple Hop Test Kinematics Between Force-Platforms and Video Footage – A Cross Sectional Study

Background: Multiple hop performances have been assessed using force-platforms and motion-capture cameras. However, the accessibility of these technologies might be a hindering factor for many performance coaches. Currently, tablet devices are being used as alternatives to measure jumping and hopping performances. Objective: This study aimed to compare multiple hop kinematics using the Kinovea application with force-platforms, the gold standard. Methods: Using an observational cross-sectional study design, male athletes (n=44; age 20.1 ± 1.4 years) completed triple hops (3-Hop) and quintuple hops (5-Hop) on force-platforms while being filmed using an iPad. Ground contact time, flight time and total time were analysed using Kinovea and compared with the force platform data. Results: Statistical analysis showed a high level of agreement across all variables of interest but significant differences (flight time; -2.14 to -5.96 %, ground contact time; 4.89 to 5.83 %, total time; -0.37 to -0.58%) were observed across all variables of interest. A systematic bias for flight and ground contact times were seen for 3-Hop and 5-Hop. Conclusion: The use of iPad and Kinovea application can be used as a valid alternative to measure multiple hop kinematics when performance coaches do not have access to expensive force-platforms or motion-capture cameras.

Let us explain everything: pupils’ perspectives of the affordances of mobile technology during primary science inquiry

This three-year longitudinal case study focused on the deployment of mobile technology in the form of tablet computers (iPads), during Inquiry Based Science Education (IBSE). The research took place in a larger than average primary school in the West Midlands, UK, which showed a strong commitment to Technology Enhanced Learning (TEL) resulting in iPads being used as an integral learning tool, across the entire curriculum. During the research, pupils in Upper Key Stage Two (10–11 year olds) were observed taking part in science weeks which consisted of intense periods of science inquiry, much of which was child-led. The impact of the embedded use of iPads was monitored by scrutinising pupils’ work in the form of multimedia presentations and experimental reports. Pupils’ learning behaviours and attitudes to mobile technology were explored through observations and paired interviews. The embedded use of iPads during IBSE was shown to increase science knowledge acquisition and support scientific literacy, recording of processes and aid understanding of working scientifically. Furthermore, iPads were shown to afford opportunities for personalisation of scientific learning experiences and foster collaboration at several levels, factors which were highly valued by the pupils. The outcomes of this study can be used to further inform the refinement of m-learning strategies in primary science and illuminate opportunities for developing the practice of science pedagogues.

Digitalising patient reported outcome collection tools in orthopaedic trauma–A scoping review

AimsThe aim of this study was to provide a scoping review to the role of digital technology in the collection of orthopaedic trauma related patient reported outcome measures (PROMs) MethodsThe Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews and Arksey and O'Malley frameworks were followed. A search strategy identified relevant literature, with the identified criteria screened for acceptability for inclusion. Data was extracted to form a descriptive analysis. ResultsSix studies met the criteria for inclusion. All were quantitative, the majority were published in the United States of America and the use of iPads was the commonest form of digital technology used. Heterogeneity existed in the type of outcomes collected between studies. All studies aimed to compare traditional methods of PROMs collection to digital methods, with an overall thematic summary suggestive of the positive impact of electronic methods of collecting patient reported outcomes. ConclusionThis paper has demonstrated the dearth of ePROM implementation in the orthopaedic trauma setting, however its use has proved successful and therefore further evidence is needed to demonstrate its effectiveness. Furthermore, the types of PROMs in orthopaedic trauma varies significantly, and efforts to standardise the type of digital trauma PROMs used are recommended.

Implementation of iPad-based digital classroom services at al Azhar Islamic school 21 Solo Baru, Central Java, Indonesia

The need for digital innovation in the educational paradigm is increasingly clear after the Covid-19 phenomenon. This has also been strengthened by government policies in responding to this need, by launching “kurikulum merdeka” that demands the use of “merdeka mengajar” platform with all its characteristics. The concept of digital learning with a variety of devices is offered. SMP Islam Al Azhar 21 Solo Baru has implemented a program that is quite progressive in an effort to find an education digitalization system. It is in the form of digital class services, which can be used as an option for students and parents to carry out all digital-based and e-learning activities. Furthermore, the digital system used is relatively new and not many are used in Indonesia. The use of iPad 1:1 (every 1 student uses 1 iPad) as the main device with various Apple for education applications integrated in it. Regarding to this implementation, there is an interest from the researcher for further research related to its implementation. This type of research is descriptive qualitative which reports on how the school’s role in implementing iPad and its functions and contributions to classroom learning. The description regarding this matter was developed based on the results of semi-structured interviews and non-participant observations to see how this implementation could be carried out. Student group interviews were also used to support the findings. The result is an overview of the iPad-based digital classroom implementation starting from the initial ideas, the stages and steps of implementation, the perceptions of students and teachers, and the evaluation of those implementation. On the other hand, the main challenge lies in the relatively high budget requirements, and parents' doubts about the bad consequences of excessive iPad use, both in terms of health and social behavior

USE OF ONE-TO-ONE IPAD IN PRIMARY SCHOOL TO TEACH THE CONCEPT OF ENERGY IN PHYSICS: A CASE STUDY

In recent years, technology has become an increasingly important tool in education. The use of technology in primary education has become increasingly popular in recent years, and the iPad has emerged as one of the most versatile and powerful tools for enhancing learning. This paper will focus on the impact of one-to-one iPad use in primary schools on teaching the concept of energy in physics. A total of 25 students in the 3rd grade from a primary school in Greece participated in the study, using iPads during their physics lessons. This study’s results showed that iPads significantly improved the student’s understanding of energy in physics. The students who used iPads had a more profound understanding of the concept, showed greater engagement and motivation and demonstrated a deeper understanding of the material.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0031/a.php" alt="Hit counter" /></p>

Twelve years of iPads and apps in schools: What conditions support effective practices in K-6 classrooms?

Since their release in 2010, iPads and their associated apps have been touted as ‘game changers’ for schools struggling with technology provisioning issues, that limited their ability to fully leverage the educational potential of digital devices on a ‘whole class’ basis. Since then, a variety of schemes have been implemented such as ‘Bring Your Own Device’ (BYOD) and portable ‘device pods’, as systems for improving access to, and utilisation of, mobile technologies in classroom curriculum. In many schools, concurrent to these initiatives have been improvements in technology infrastructure, including upgrades to external connectivity via the advent of high-speed fibre-based broadband, and internally through the establishment of school wifi networks and associated online security systems. Aligned with these developments has been a growing body of research exploring how teachers at all levels of education systems have incorporated these new resources into their curriculum, and examining what, if any, benefits have resulted. This article is an analysis of key findings from four published studies undertaken by the author between 2015 and 2021 in New Zealand K-6 schools, to build understanding of factors that contributed to the effective practices with mobile devices witnessed in the research classrooms. While numerous separate studies have been undertaken exploring specific outcomes from the use of iPads and other mobile technologies in different educational contexts, the analysis presented in this article attempts to identify common factors existing across four purposively selected studies, that contributed to their success. The studies were deliberately chosen to provide a broad overview of applications of this technology in different K-6 classrooms for different purposes, supporting deeper understanding of the factors that underpin effective teaching and learning with and through mobile devices, in schools. This is important, as it builds knowledge of the fundamental foundations to effective educational use of mobile devices, regardless of the learning context in which they are used, and could assist teachers in designing, implementing and assessing curricular that optimises the learning potential of these devices.

Perceptions of Learning and Engagement with Mobile Technology in a University Setting

Mobile technology has changed the landscape of post-secondary education. This descriptive study examined student and instructor perceptions of student learning and engagement while using mobile technology. Overall, student perceptions of learning and engagement were neutral; however, instructors reported higher positive perceptions on both constructs. Positive aspects of mobile technology included themes of interactivity, convenience, note taking, and collaboration, whereas negative aspects included distraction, technology compatibility, and note taking. While there seems to be potential for the use of iPads in the classroom, caution should be taken when considering how to implement mobile technology into the curriculum.

Using iPads for the social communication and emotional regulation of autistic pupils: an exploration of key stakeholders' perspectives and practices

Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e‐inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use.

First-year Secondary Students’ Perceptions of the Impact of iPad Use on Their Learning in a BYOD Secondary International School

This study uses a statistical survey over three consecutive years to show how the first-year students of a mid-sized Bring Your Own Device (BYOD) secondary international school perceive the impact of using their own iPad on their learning. The students’ perceptions show awareness of the usefulness and challenges associated with using their iPads in school life as well as at home. The students indicate several perceived benefits relating to having instant access to a variety of learning opportunities via the internet. However, they also indicate the challenges of keeping a balanced approach and avoiding overuse of their iPads inside and outside school (e.g., for gaming and social media). The original rationale for implementing the BYOD scheme did not anticipate specific benefits for students’ academic outcomes (grades). However, academic performance has continued to be monitored to identify any adverse effects associated with the scheme. Students’ overall academic performance has not been adversely affected since the scheme was implemented.

The Use of iPad in Enhancing Creative Writing: An Innovative Approach for Young ESL Learners

The Use of iPad in Enhancing Creative Writing: An Innovative Approach for Young ESL Learners

Effects of the iPad use on K-12 students' STEM achievement: a meta-analysis

Effects of the iPad use on K-12 students' STEM achievement: a meta-analysis