iPad Implementation Approaches in K-12 School Environments

An, Heejung; Alon, Sandra; Fuentes, David

doi:10.4018/978-1-4666-6300-8.ch002

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…A number of research studies have suggested that students (An et al, 2015;Clark & Luckin, 2013;Riconscente, 2013;vanDeusen et al, 2014) and teachers (Clark & Lucking, 2013;Freebody et al, 2007;Kay & Knaack, 2008) have positive attitudes about using tablets in the classroom and that this use can lead to significant gains in learning (Kumi-Yeboah & Campbell, 2015;McKenna, 2012;Pitchford, 2014). The success of tablets, though, is largely dependent on the quality of implementation and software used (Clark & Luckin, 2013;Freebody et al, 2007;Keengwe, 2013).…”

Section: Overviewmentioning

confidence: 99%

“…It is also reasonable to assume that students with positive attitudes toward mathematics apps would perform better than students with negative attitudes. An et al (2015) claim that a teacher's instructional approach is the most important benchmark for student success when using mobile apps. It is not surprising, then, that the most frequently examined teacher factor regarding app use is teaching strategy.…”

Section: Learning Performance With Mathematics Appsmentioning

confidence: 99%

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Analyzing the use of mathematics apps in elementary school classrooms

Kay

2020

CERJ

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Limited research has been conducted on the use of mathematics apps in elementary school environments. The purpose of this study was to examine student (n=127) and teacher (n=6) attitudes toward the use of constructive-based, mathematics apps in grades 4 to 6 and to explore what factors influence learning performance. Students rated the design and engagement value of mathematics apps high, and the learning value moderately high. Teachers were neutral about app design but rated the engagement and learning value high. Student learning performance increased significantly after using mathematics apps for remembering, understanding, applications and analysis-based tasks. Student gender, ability, attitudes, and age had no significant impact on student learning performance. On the other hand, teacher gender and strategies had a significant impact on student learning performance. Students scored 13% higher with female teachers, 24% higher when students used apps in pairs, and 21% lower with a teacher-led strategy. Keywords: mobile apps, mathematics, elementary school, attitudes, learning performance

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Section: Overviewmentioning

confidence: 99%

Section: Learning Performance With Mathematics Appsmentioning

confidence: 99%

Analyzing the use of mathematics apps in elementary school classrooms

Kay

2020

CERJ

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“…Other creative teaching strategies that have been implemented in teaching English to young learners include storytelling, music and songs, educational apps, videos, interactive games, and role-plays (Taula'bi', 2022). Tablets and other digital technologies have also been used in K-12 education to enhance participatory literacy practices and improve learning outcomes (An et al, 2014).…”

Section: Games and Play-based Learningmentioning

confidence: 99%

Teaching English to Young Learners: A Literature Review

Islahuddin

2023

IJMMU

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This study aimed to identify age-appropriate materials for teaching English to young students, explore engaging teaching methods that promote active participation and language acquisition, and investigate the importance of creating a supportive learning environment for young students. This research uses a library research method, which involves identifying and locating sources of factual information or personal or expert opinion on a research question. This method was chosen in this study because of its performance-enhancing properties. Therefore, this study requires strong theoretical and experimental evidence to support its argument. Research findings on age-appropriate English teaching materials for young students highlight the effectiveness of different strategies. Research highlights the importance of visual and interactive materials, storybooks, songs and hymns, games, and technology integration to engage younger students. These methods not only capture students' attention but also promote language skills, comprehension and vocabulary acquisition. In addition, establishing a positive and supportive atmosphere, clear expectations and routines, supportive teacher-student relationships, collaborative learning, and a safe communication environment are among them. elements necessary to promote optimal learning. The importance of creating positive teacher-student relationships cannot be overstated, as these relationships form the basis of a confident and nurturing classroom atmosphere. In addition, the study highlights the value of differentiated teaching methods that are tailored to young learners' diverse learning styles, language levels, and interests. By tailoring instruction to individual needs, teachers can ensure that all students feel respected and supported on their language learning journey.

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“…Common manifestations of ICT include hardware devices like mobile phones, televisions, and laptops, as well as various software applications (Alhamami, 2018). The integration of ICT in our daily lives has been profound, and its significance in the realm of education is undeniable (An et al, 2015). While the incorporation of technology in educational settings isn't a novel concept, there remains a gap in understanding its application within the educational sector (Hughes & Roblyer, 2023).…”

Section: Introductionmentioning

confidence: 99%

Saudi K-12 teachers' views on English teaching using technology

Al-alami,

Alhamami

2024

englie

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Teachers play a vital role as key stakeholders in the educational process. They have comprehensive insights into specific challenges that schools encounter, and their perspectives can provide in-depth presentations on particular issues faced within schools. This study investigated the perceptions of Saudi K-12 teachers on the use of technologies in teaching English as a foreign language (EFL). A mixed-method study was conducted in 13 K-12 schools in the southern part of Saudi Arabia to investigate teachers' perceptions of using technologies in teaching and learning EFL. The study involved 35 teachers, both male and female, who teach English at different levels in K-12 education. Quantitative data were collected through questionnaires (n = 30) and analyzed quantitatively. Qualitative data were collected through interviews (n = 5) and analyzed thematically. The study found that Saudi K-12 teachers generally have positive perceptions of the use of technologies to teach English in their classrooms. They believe that technologies can improve student motivation, engagement, and achievement. They also believe that technologies can give students access to a wider range of resources and help them develop 21st-century skills. The study also identified some challenges to the use of technologies in Saudi K-12 education, such as lack of teacher training, limited access to technology, and cultural factors. However, the study also provided valuable insights into the criteria that teachers use to choose technologies to teach English in Saudi Arabia. The findings of this study have implications for the development of technology policies and practices in K-12 schools. The findings also provide valuable insights for teachers and researchers who are interested in the use of technologies in EFL in general and K-12 education in particular.

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iPad Implementation Approaches in K-12 School Environments

Cited by 6 publications

References 13 publications

Analyzing the use of mathematics apps in elementary school classrooms

Analyzing the use of mathematics apps in elementary school classrooms

Teaching English to Young Learners: A Literature Review

Saudi K-12 teachers' views on English teaching using technology

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