Can hand-held technology make a difference?:
The effects of using iPads in an urban elementary school classroom
PROCEEDINGS
Heejung An, Sandra Alon, David Fuentes, William Paterson University of New Jersey, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The release of Apple’s iPad has been greeted with intense enthusiasm by K-12 school educators and administrators. In recent years, various schools have begun incorporating these devices into their curricula, with the hope of improving student academic performance, motivation, and engagement. However, at the current time, there has not been very much documented research on the effect of iPads in the classroom. The purpose of this quasi-experimental study is therefore to examine the effects of iPads in a 5th grade classroom at an urban public elementary school in northern New Jersey. This research is intended to examine the effects of sustained iPad use after a one year implementation to determine new insights on ways in which educators can properly use iPads to redefine learning spaces and increase learning outcomes.
Citation
An, H., Alon, S. & Fuentes, D. (2014). Can hand-held technology make a difference?: The effects of using iPads in an urban elementary school classroom. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1612-1617). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from https://www.learntechlib.org/primary/p/131003/.
© 2014 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- An, H., & Seplocha, H. (2010). Video-sharing websites: Tools for developing pattern languages in children. Young Children, 65(5), 20-25.
- Attewell, J., & Webster, T. (2004). Engaging and supporting mobile learners. In Attewell, J., and. Savill-Smith, C. (Eds.), Mobile Learning Anytime Everywhere: A book of papers from MLEARN 2004. London, UK: Learning and Skills Development Agency.
- Ball, D.L., & Stacey, K. (2005), Teaching strategies for developing judicious technology use. In W.J. Masalski & P.C. Elliott (Eds.) Technology-supported mathematics learning environment (pp. 3-15). Reston, VA: NCTM.
- Berson, I., Berson, M., & Manfra, M. (2012). Touch, Type, and Transform: iPads in the Social Studies Classroom. Social Education, 76(2), 88-91.
- McCabe, M. & Tedesco, S. (2011). Building capacity for mathematics: Using m-learning to facilitate pedagogical practices among educational stakeholders. In T. Bastiaens& M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1579-1584). Chesapeake, VA: AACE.
- Meece, J.L (1991). The classroom context and students’ motivation goals., In M. Maehr & P.R. Pintrich (Eds.), Advances in motivation and achievement (Vol.7, pp. 261-285,
- MoLeNET (2010). Case studies of innovative e-learning, http://www.prismanet.gr/eruralnet/en/docs_dlfile.php?theid=1286459999UK_case_study_7_-_Technology_Exemplar_Network_final.pdf.
- Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not?” TechTrends: Linking Research and Practice to Improve Learning. 55, 45.
- Patrick, H., Hicks, L., & Ryan, A.M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17, 109–128.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References