Use Of iPads Research Articles

Effectiveness of iPad apps on visual-motor skills among children with special needs between 4y0m–7y11m

Aims: The aim of this randomized controlled trial was to assess the effectiveness of interventions using iPad applications compared to traditional occupational therapy on visual-motor integration (VMI) in school-aged children with poor VMI skills.Methods: Twenty children aged 4y0m to 7y11m with poor VMI skills were randomly assigned to the experimental group (interventions using iPad apps targeting VMI skills) or control group (traditional occupational therapy intervention sessions targeting VMI skills). The intervention phase consisted of two 40-min sessions per week, over a period of 10 weeks. Participants were required to attend a minimum of 8 and a maximum of 12 sessions. The subjects were tested using the Beery-VMI and the visual-motor subscale of the M-FUN, at baseline and follow-up.Results: Results from a 2-way mixed design ANOVA yielded significant results for the main effect of time for the M-FUN total raw score, as well as in the subscales Amazing Mazes, Hidden Forks, Go Fishing and VM Behavior. However, gains did not differ between intervention types over time. No significant results were found for the Beery-VMI.Conclusions: This study supports the need for further research into the use of iPads for the development of VMI skills in the pediatric population.Implications for RehabilitationThis is the first study to look at the use of iPads with school-aged children with poor visual-motor skills.There is limited literature related to the use of iPads in pediatric occupational therapy, while they are increasingly being used in practice.When compared to the traditional occupational therapy interventions, participants in the iPad intervention appeared to be more interested, engaged and motivated to participate in the therapy sessions.Using iPad apps as an adjunct to therapy in intervention could be effective in improving VMI skills over time.

استخدام أنظمة الاستجابة الصفية لإشراك طلاب المدارس الثانوية في الفصول الدراسية في المملكة العربية السعودية

أنظمة الاستجابة للفصول الدراسية هي أجهزة استجابة شخصية تسمح للمعلمين باستطلاع رأي مجموعة من الطلاب. نظرًا لأن استخدام التكنولوجيا ، بما في ذلك الأجهزة اللوحية وأجهزة iPad وأنظمة النقر ، يتم إدخاله في الفصول الدراسية في المملكة العربية السعودية ، سيحتاج المعلمون إلى التدريب على جميع الاستخدامات الممكنة للأجهزة اللوحية وأجهزة iPad التي سيتم تقديمها للطلاب. تعد أنظمة الاستجابة للفصول الدراسية نتاجًا طبيعيًا لنوع الاستخدامات التي سيحتاج المعلمون إلى دمجها في فصولهم الدراسية التي أصبحت الآن تكنولوجية. تبحث الدراسة الحالية في الأدبيات المتعلقة بأنظمة الاستجابة للفصول الدراسية وتقدم تفكيرًا للتطوير المهني للمعلمين السعوديين في استخدام أنظمة الاستجابة الصفية للتغذية الراجعة والمناقشة في الفصل الدراسي للعلوم. الجمهور المستهدف لهذه الدراسة هم مدربي التطوير المهني للمعلمين السعوديين ، وخاصة معلمي الأحياء في المدارس الثانوية. تم تغيير منهج العلوم مؤخرًا في المملكة العربية السعودية ، ويبحث المعلمون عن طرق لتنسيق المناهج الدراسية مع تقنية الفصل الدراسي الجديدة التي تم تقديمها أيضًا مؤخرًا. سيتعين تطوير التطوير المهني لتدريب المعلمين على استخدام التكنولوجيا الجديدة. سيكون التدريب على أنظمة الاستجابة للفصول الدراسية جزءًا من هذا التدريب. تتضمن الدراسة رابطًا إلى موقع تدريب على شبكة الإنترنت أنشأه المؤلف ، والذي يتضمن مقاطع فيديو لأمثلة لأنظمة استجابة الفصل الدراسي في الفصل الدراسي ، ومقابلات مع الطلاب ، واختبارات عينة ، وإرشادات لشراء أنظمة استجابة الفصل الدراسي.

Collaborative Teacher Inquiry Into iPad Use in Grade 3 Classrooms: Mobilizing Knowledge Through a Long-term School-University Partnership

In this paper, we report on a longitudinal case study exploring Grade 3 teachers’ implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project resulted in greater teacher sharing of iPad implementation strategies and growth in leadership skills among the teachers. A surprising finding was the degree of reciprocal learning about digital pedagogy that the university researchers experienced during the study and were able to share with their Pre-service Education classes. We emphasize the potential of school-university partnerships for narrowing the current gap between theory and practice in technology-enhanced learning.

Perceptions of art and design faculty on the instructional value of iPads

The widespread use of iPads in higher education brings to the forefront questions about the contribution of these computer tablets towards teaching and learning. However, there is a noticeable gap in research on the educational potential of iPads in higher education. This article describes the second stage of a research project on the use of iPads in undergraduate art and design disciplines, and in particular the views and experiences of faculty in two different art and design schools over a period of one semester. The first stage of the project investigated the perceptions of art and design students about the educational value of iPads. For the second stage, the unified theory of acceptance and use of technology model was used to gauge adoption of the iPad for teaching and learning, and the participants provided qualitative data that was used for this phenomenographic study. The outcomes of this investigation provide an overview of challenges and obstacles from the perspective of art and design faculty in embedding the use of iPads in teaching and learning.

Examining the Effects of Independent MALL on Vocabulary Recall and Listening Comprehension: An Exploratory Case Study of Preschool Children

In recent years scholars have explored the use of mobile devices as potential sources for language learning and teaching. Mobile phones and tablets, especially, have been researched with a focus on effectively building vocabulary primarily among university-level students. Comparable research in other age groups has not been as widespread. This study examines the nature of preschool-aged children’s use of iPads for independent language learning. In addition, the study identifies the characteristics of the participants’ (n = 7) preferred apps and aims to determine if the participants were able to make gains in vocabulary recall and listening comprehension after a six-month period of independent language learning. The results of this study indicate that the children and their parents established rituals and clear guidelines for playing on the iPad as a means to provide language-learning opportunities. Additionally, they were able to demonstrate moderate gains in vocabulary recall and listening comprehension.

Examining Teachers' Use of iPads: Comfort Level, Perception, and Use

While there is evidence of the growing popularity of iPads and other tablets in K–12 education, little is understood about how teachers use these devices in their instruction. This study examines 342 teachers' comfort level with and perception toward iPad use and any changes that occurred over the implementation year. Using a mixed-methods design, this study found significant differences in comfort level by years of teaching and school levels. Female teachers, teachers with 20 years or less of teaching experience, and elementary school teachers were more positive about their perception toward iPad use than the other groups. High school teachers' perception was the lowest overall. Analyses of teacher interviews revealed affordances, challenges, and diverse ways of how teachers used iPads in their instruction. Implications for practice and research are discussed.

Reading for 11–13-year-old students in the digital age: New Zealand case studies

ABSTRACTIn New Zealand schools, the focus continues to be on improving the reading achievement of all students situated across a range of socio-economic groups. This is particularly so for our young adolescent students, where research investigations have indicated some concerning trends which influence reading development for this age group. This research explored 11—13-year-old students in six case-study schools in New Zealand. Year 7 and 8 teachers and the principals of the six schools were interviewed. The research found changing use of information communication technologies to engage and motivate these young adolescents in reading. In some of the case-study schools, the increased use of iPads and laptops during reading facilitated a means of high interest engagement in reading for contextual purposes. The variance of access to a reliable infrastructure impacted on some schools’ ability to effectively integrate digital technologies within their literacy programmes.

IPad Versus Handwriting: Pilot Study Exploring the Writing Abilities of Students with Learning Disabilities

Abstract Written expression is an essential skill to actively function in today's society. For many learners, especially those with a learning disability (LD), writing can be a source of frustration. Technology in its various forms, holds promise to assist students in this area. The current study examines the role that tablet technology, specifically, iPads, has on the writing skills of students who have an LD. Using a visual analysis approach and paired-sample t-tests, the current study examines how the writing of nine (female = 1, age = 12.5; male = 8; mean age = 11.5) grade six Caucasian students from Northern Ontario with an LD differs when they write by hand versus writing with an iPad. Specifically, the study examines whether there is a difference in (a) writing productivity; (b) spelling accuracy; (c) lexical diversity; (d) syntactical complexity; and, (e) ideas expressed. Results revealed that digital writing using an iPad was effective in significantly improving spelling accuracy, number of T-units and number of ideas expressed. There was also an insignificant improvement in the areas of writing productivity, number of sentences written, and grammatical errors. The results of the current study suggest that the use of iPads has a positive influence on' writing. Therefore, the use of iPads may have long-term effects that cannot be measured sufficiently in a short-term study.

Use of iPad and ExamSoft&[trade] in administering morphological sciences practical examination in an integrated curriculum

At Cooper Medical School of Rowan University, morphological sciences are taught in an integrated organ system based curriculum. In the first year students in the last 8 weeks completed the skin, muscle and skeleton module. In the second year, the remainder of the organ systems is studied. Each practical exam includes cadaver, histology, pathology, radiology and embryology questions. As the class size has increased and with a limited number of faculty, manual grading of the practical exam had become onerous. Furthermore, manual grading challenged the validity and reliability of the assessment instrument. Therefore migration to an automated testing system was made. This move has proven to increase the validity, made the grading process more efficient and students are able to receive their practical exam scores faster with greater qualitative feedback than previous years. Recognizing the deficiency, the authors of the abstract met and operationalized the innovative system and purchased the required number of iPads through the Office of Medical Education. Student and faculty development using a mock exam was conducted. On the day of the practical exam, unique exam specific password was distributed to each student prior to the start of the practical. In addition, instructions were given on how to navigate, submit answers, and close out of the exam. IT personnel were on‐hand to solve technical problems. This poster will describe the step‐by‐step process of the approach, as well as present student and faculty perceptions.Support or Funding InformationThis study was supported by the Office of Medical Education.

ITE

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

Lessons from using iPads to understand young children’s creativity

This article explores the use of iPads as part of a child-centred data collection approach to understand young children’s creativity. Evidence is presented from a small study of three- to five-year-old children’s creative play. Analysis of the children’s engagement with iPad video diaries and free-to-use tablet applications was logged across two early educational settings over a three-month period. The findings suggest that iPads offer a mechanism to allow children to articulate their creative play and to encourage involvement in the research process. However, bespoke research software to use with early years children is required to improve this process.

Longitudinal study on impact of iPad use on teaching and learning

AbstractiPads are so ubiquitous now that one sometimes forgets that they came onto the scene and into schools only very recently in 2010. Hence, there is relatively little empirical data of their impact on teaching and learning. This paper presents the findings of a 3- year study undertaken in an all-girls’ secondary school that piloted the use of the iPad through a project called Prototype 21st Century Class (P21C2). The project was launched with four classes in 2011 before scaling up to half the school by 2013. In this study, empirical data through lesson observation was triangulated with perception surveys and group interviews of both teachers and students. It was found that the use of iPad was associated with more learner engagement and collaboration. It also found that the P21C2 pioneers, particularly the low and high ability groups, performed better than their peers in the year-end examinations.

Reflective narration: Impact of Observing Young children’s use of iPad on Lecturers’ Teaching Approaches in Higher education

People conduct learning for our knowledge, and learning can be undertaken outside learning institutions, between different people among social communities. Learning can be done not only publicly but also through private and reflection time. Education cannot be conducted within certain hours or certain places. It can happen anytime, with anyone and by any culture. This paper was based upon the perception and experience of the two high education lecturers in teacher education, made observations of pedagogical practices and philosophies of two young children playing iPad. Based upon the importance of reflective practice, this paper uses reflective narration to illustrate the influence from observing two young children’s use of iPad on two lecturers’ own teaching approaches in higher education settings. This paper uses the method of narrative inquiries and examples of observations of two children’s playing were demonstrated. This paper provides several future research interests into use of gestural interface technology in teaching strategies, and lecturers in higher education, particularly educators in information technologies and early childhood education will find this paper interesting in their own reflection and therefore improve their own teaching outcomes.

The Use of iPADs in the Home Setting for Students With Autism Spectrum Disorders

Families and educators have turned to digital tablets to support the unique needs of students with autism spectrum disorders (ASD), due to their ease of use, social acceptance, low cost, and portability. While school-based trial programs are emerging, there is very little research examining collaborative partnerships between families and educators relating to digital tablets. This study employed a qualitative methodology to investigate the use of digital tablets in the home setting to support students with ASD. Underpinned by Moll and Greenberg’s funds of knowledge theoretical framework, the study posited that the use of digital tablets for students with ASD can be enhanced if experiences from the home setting are validated by educators. It used semistructured interviews and anecdotal evidence with four families to explore the various ways digital tablets are used. Data from interviews with four teacher participants in a school-based trial were used to examine the collaboration between homes and schools regarding digital tablet use. The results showed that digital tablets were used daily in their homes. Frequent recreational and educational uses were reported as well as uses that supported behavior and communication. Finally, there were some suggestions in relation to the collaboration between home and school.

Digital Evidence in the Jury Room: The Impact of Mobile Technology on the Jury

Wireless technology and mobile devices are transforming the way courts administer justice, with the increasing use of smartphones, iPads and other tablets by practitioners, judges and juries. In the jury room, mobile devices have the potential to simplify the provision and use of information and facilitate more efficient deliberations and overall decision-making. But before such technology can become commonplace in the jury room, courts would benefit from empirical evidence of the impact — positive and/or negative — of providing it to jurors both in terms of efficiency and preserving the fundamental prerequisites of the right of the accused to a fair trial. This article presents the preliminary findings of a project undertaken to examine the impact of tablets on the deliberation process and jury decisions.

IPads as a Literacy Teaching Tool in Early Childhood.

Considering the increased influence of digital technologies on daily life and young children’s increased use of interactive technologies, early childhood educators are beginning to think about the role of technology in their classrooms. Many preschool programs are beginning to purchase iPads, or similar tablets, for classroom use. Thus, it is important to consider how iPads, or similar tablets, can be used in a developmentally appropriate manner with young children. To this end, this article describes the use of iPads in two preschool classrooms of four and five year-old children.

Targeted Evolution of Embedded Librarian Services: Providing Mobile Reference and Instruction Services Using iPads

The University at Buffalo Health Sciences Library provides reference and instructional services to support research, curricular, and clinical programs of the University at Buffalo. With funding from an NN/LM MAR Technology Improvement Award, the University at Buffalo Health Sciences Library (UBHSL) purchased iPads to develop embedded reference and educational services. Usage statistics were collected over a ten-month period to measure the frequency of iPad use for mobile services. While this experiment demonstrates that the iPad can be used to meet the library user's needs outside of the physical library space, this article will also offer advice for others who are considering implementing their own program.

Connecting Classroom and Museum Learning with Mobile Devices

Many schools in industrialized and developing countries are now using mobiles devices. This has the potential to connect learning that occurs in classrooms and museums. This article focuses on the use of iPads by a year 6 class (12 years old) in Sydney Australia, which were used both in the classroom and on a museum excursion. The study uses a qualitative methodology. Results of the study show the iPads were able to support and link learning in both locations although there were logistical considerations which limited their potential.

Application and Utility of iPads in Pediatric Tele-echocardiography

Telemedicine is used with increasing frequency to improve patient care in remote areas. The interpretation of medical imaging on iPad(®) (Apple, Cupertino, CA) tablets has been reported to be accurate. There are no studies on the use of iPads for interpretation of pediatric echocardiograms. We compared the quality of echo images, diagnostic accuracy, and review time using three different modalities: remote access on an iPad Air (iPad), remote access via a computer (Remote), and direct access on a computer linked through Ethernet to the server, the "gold standard" (Direct). Fifty consecutive archived pediatric echocardiograms were interpreted using the three modalities. Studies were analyzed blindly by three pediatric cardiologists; review time, diagnostic accuracy, and image quality were documented. Diagnostic accuracy was assessed by comparing the study diagnoses with the official diagnosis in the patient's chart. Discrepancies between diagnoses were graded as major (more than one grade difference) or minor (one grade difference in severity of lesion). There were no significant differences in accuracy among the three modalities. There was one major discrepancy (size of patent ductus arteriosus); all others were minor, hemodynamically insignificant. Image quality ratings were better for iPad than Remote; Direct had the highest ratings. Review times (mean [standard deviation] minutes) were longest for iPad (5.89 [3.87]) and then Remote (4.72 [2.69]), with Direct having the shortest times (3.52 [1.42]) (p < 0.0001). Pediatric echocardiograms can be interpreted using convenient, portable devices while preserving accuracy and quality with slightly longer review times (1-2 min). These findings are important in the current era of increasing need for mobile health.

Using Context-Aware Ubiquitous Learning to Support Students’ Understanding of Geometry

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous learning activities. Data collection included semi-structured clinical interviews, observations, student artefacts, video recordings and lesson reflections. This study of technology is grounded in a subject content area (mathematics) so the researchers could clearly state the advantages of using this approach in an educational context. A review of the findings indicates that context-aware ubiquitous learning proved useful in avoiding many common errors and misconceptions that students have in learning these concepts, and students demonstrated growth in their understanding of angle and angle measure beyond what is typically expected. From this study, the researchers present four design guidelines and a full set of context-aware ubiquitous activities.