Teaching and Learning with iPads, Ready or Not?

Murray, Orrin; Olcese, Nicole

doi:10.1007/s11528-011-0540-6

Cited by 219 publications

(104 citation statements)

References 4 publications

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“…Second, the lightweight handheld mobile device could be transported as a replacement for heavy textbooks (Buckley, 2010;Stevens, 2011). Third, the iPad is capable of high-speed, wireless Internet connections for web-based searching (Murray & Olcese, 2011;Price, 2011). Aside from having Internet access, students have enjoyed the many gamebased applications, or apps, offered on their mobile devices.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Aside from having Internet access, students have enjoyed the many gamebased applications, or apps, offered on their mobile devices. Teachers have started using iPad educational game-based applications, multitouch screen, and multisensory capabilities to engage, introduce, practice, and reinforce learning concepts (Castelluccio, 2010;Hill, 2011;Murphy, 2011;Murray & Olcese, 2011;Price, 2011;Stevens, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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After 10 years of No Child Left Behind standards-focused education, mathematics scores have improved only marginally for elementary-aged students. Students who developed a solid conceptual mathematics foundation at the elementary level succeeded later in higher-level mathematics courses; thus, educators have sought ways to increase mathematics achievement, especially among elementary school students. Educators have utilized advances in technology with gamebased learning applications and wireless Internet access to create exciting interactive learning opportunities for students that may translate into student achievement. The purpose of this quantitative, quasi-experimental study was to examine the effects of iPad use as a 1-to-1 (1:1) computing device on 5th-grade students' mathematics achievement in two rural Virginia elementary schools. A nonequivalent groups pretest and posttest design was used with 104 fifth-grade students. For one academic quarter of nine weeks, the experimental group used iPads as 1:1 computing devices daily during mathematics class while the control group members did not. A pretest was administered before the iPad intervention and a posttest was administered after the iPad intervention. The change from pretest to posttest was not significantly different between the two groups as measured by a one-way repeated measures analysis of variance. Recommendations for future study include increasing the intervention duration, using additional participants, collecting qualitative data, and providing students with continuous 24-hour, seven-day-a-week iPad access.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Carr

2012

JITE:Research

103

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“…Despite the initial wavering and debates (Cordes & Miller, 2000), most educational institutions and researchers nowadays support the rational integration of information and communications technology (ICT) in early childhood education (Murray & Olcese, 2011;OECD, 2013;Pegrum, Oakley, & Faulkner, 2013;Peirce, 2013). Kerckaert, Vanderlinde, & van Braak (2015) distinguish between two types of ICT use in early childhood education: 'ICT use supporting basic ICT skills and attitudes', and 'ICT use supporting contents and individual learning needs'.…”

Section: Introductionmentioning

confidence: 99%

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Papadakis¹,

Kalogiannakis²,

Zaranis³

2016

Ppej

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Summary. The present study investigates and compares the influence of using computers and tablets in the development of mathematical competence in early childhood education. To implement the survey we conducted a 14-week intervention, which included one experimental and one control group. Children in both groups were taught mathematics as per the Greek curriculum for early childhood education, using either the same educational software which, depending on the group, running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that teaching with tablets compared to teaching with computers contributed significantly to the development of children's mathematical ability. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.

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“…In the U.K., teachers are exploring the potential applications of the iPad for classroom instruction. In addition to the implementation of the iPad into education at the worldwide level, the iPad use in the classroom may be key in hopes of developing students' 21st century skills (Murray & Olcese, 2011). In order to promote the key development of 21st century skills that support collaboration, Murray and Olcese (2011) developed a database that included the collaborative status of iPad applications.…”

Section: A the Ipad Use In Different Educational Settingsmentioning

confidence: 99%

The Use of iPad and Applications for English Language Education

Auquilla

Urgilés

2017

TPLS

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Abstract-This article examines the importance of the iPad use and presents numerous useful applications employed in the field of education, especially in the field of English language teaching and learning. This topic is of great importance as educators and students alike, these days, live in the digital era, which entails new technological advances that may positively benefit the instruction of varied school subjects. Additionally, the use of new technologies (e.g., iPad and educational applications) in the classroom setting may motivate and foster the acquisition of necessary twenty-first century abilities among students. With the aim of achieving the aforementioned objectives, first and foremost the role of digital technologies and m-learning in education is analyzed, since these two aspects have a direct relationship with the main topic of this work. In addition, a conceptualization and main characteristics of the iPad are provided. Then the use of this device in different educational settings at the international level is highlighted. Finally, the use of this device as a didactic tool in the language learning classroom is discussed and a selection of meaningful applications for English language teaching and learning is provided. As educators, in the digital era, is our responsibility to remain constantly updated to provide our students with an education aligned with the new technological advancements and, above all, to enrich their learning inside and outside the classroom. Consequently, this will promote a more autonomous and lifelong learning among our language students.

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Teaching and Learning with iPads, Ready or Not?

Cited by 219 publications

References 4 publications

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Does Math Achievement h’APP’en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction?

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

The Use of iPad and Applications for English Language Education

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