Beschreibung
The mixed methodology was used in this study which included classroom observations and assessments, surveys for both students and teachers, and interviews with parents through home visits. Findings show that iPad integration in an Algebra-2 class led to a slight increase in student achievement, as well as student participation and peer collaboration. However, interviews with parents and data from teacher surveys indicates that iPads can easily turn out to be a great distraction for students, if it does not happen along with instructional coherence and comprehensive changes in class. By highlighting a number of caveats with the effective implementation of iPads, and exploring the appropriate use of iPads in schools, the findings of this research shed light on avenues where educational leaders and policy-makers are charged with making the decision of whether to use iPads in classrooms in their districts as a valid educational tool of choice.
Autorenporträt
Ahmet Kilic is a learning consultant in a public school and adoctorate student at Rutgers University in New Jersey. His researchinterests include Specific Learning Disabilities identification in RTIframework, the impact of school, family, and community connections onstudent achievement, and technology integration in schools.
