Mobile Technology Tools in Action: Preservice Teachers’ Perceptions of using
iPads with Students in a Non-Profit After School Program
Krista Ruggles and Kara Dawson
University of Florida
United States
kristaruggles@ufl.edu
dawson@coe.ufl.edu
Abstract: Few studies have provided preservice teachers with opportunities to use iPads in
authentic settings with K-12 students even though this may be the most important of all
experiences for preservice teachers (Rhodes, 2013). This study examines preservice teachers’
perceptions of using iPads with Kindergarten through third grade students participating in a not for
profit afterschool tutoring program. The study involved 77 preservice teachers enrolled in a
technology integration course at a large southeastern university. Preliminary findings note
preservice teachers’ increased awareness of how iPads can be used as a teaching tool.
Purpose
It has long been argued that technology will revolutionize learning, teaching and schooling, benefiting both
students and teachers in ways essential to success in the 21st century (Levin & Wadmany, 2008) and the iPad is the
latest in a long line of mobile, handheld devices touted for their potential to motivate and engage students, support
collaboration, promote technological literacy and improve student achievement (Baralt, 2013). As is typical with
new technologies, anecdotal evidence about iPads is more widely available than research-based evidence although
some recent studies report that iPads can help foster understanding of new concepts (Bebell, Dorris & Muir 2012)
and support problem solving (Baralt, 2013). In each of these studies and in studies conducted for much of the last
20 years (U.S. Congress -OTA, 1995), the importance of a knowledgeable teacher is highlighted as an important
factor in successful technology integration and development of technology-using teachers should begin in preservice
teacher education programs (Davis, 2010).
Recently, iPads have been studied in a variety of teacher education contexts including English education
(Elbert, Code & Irvine, 2013), music education (Riley, 2013), social studies education (Friedman, 2012), writing
education (Rhodes, 2013) and physical education (Weir, 2012). Other studies have looked at how Education
students use iPads for personal use (Alyahya & Gall, 2012; Pegrum, Howitt, C& Striepe, 2013) and how iPads can
be used to promote preservice teacher reflection during student teaching experiences (Beaudin, 2012).
However, few of these studies provide preservice teachers with opportunities to use iPads in authentic
settings with K-12 students even though this may be the most important of all experiences for preservice teachers
(Rhodes, 2013). This study is situated within such an authentic setting and its purpose is to study elementary
preservice teachers’ perceptions of using iPads in a one-on-one practicum experience with students in a not for profit
after school program.
Research Question
In what ways, if any, do elementary preservice teachers’ perceptions of using iPads as an instructional tool change
after a one-on-one practicum experience with students in a not for profit after school program?
Context
This study is situated within an undergraduate preservice teacher education course entitled Integrating
Technology in the Elementary Curriculum. This course focuses on helping preservice teachers develop the
knowledge needed to successfully utilize technology in the elementary classroom, apply that knowledge to practical
lesson design and prepare for continued career-long professional learning. Technological Pedagogical Content
Knowledge (TPCK) serves as the conceptual framework for the course. TPCK organizes the types of knowledge
needed in order to integrate technology in teaching and learning. This framework builds on Shulman’s notion of
pedagogical content knowledge (1986) and provides a way of thinking about the complex relationship among
content, pedagogy and technology in K-12 contexts (Mishra & Koehler, 2006). Course assignments and activities
are also aligned with the National Educational Technology Standards for Teachers (NETS*T)1 (ISTE, 2008) which
are the standards related to the skills and knowledge educators need to teach, work and learn in an increasingly
connected global and digital society.
The one-on-one practicum experience in which students used iPads with students is situated within a
501©3 nonprofit organization that provides a free after school program for K-3 students from local low performing
elementary schools. This organization was selected due to an established relationship with the university. During
the semester the students are enrolled in the technology course, they also participate in an ESOL practicum. The
students observe and interact with ESOL students one day per week in one of two rural schools with high migrant
populations. These schools do not utilize technology in their daily practice. In previous semesters, students
expressed a desire to connect what they were learning about in the technology course with authentic experiences. In
order to meet the preservice teachers needs, this hands-on experience was added to the course in order to provide
students with an opportunity to explore the possibilities of using mobile technologies with elementary students.
In lieu of one class period, students signed up to attended a one-hour session at the after school program
site. Students were provided with an iPad, student observation/teacher reflection form, student reflection form, and
an app evaluation form. The preservice teacher provided the student with the opportunity to select apps that he/she
wished to explore. During the student’s interaction with the app, the preservice teacher recorded observations on
three of the apps that the student was most engaged. The preservice teacher also recorded possible classroom
applications, strengths and weaknesses of the app. The one-hour session ended with the student selecting an app
that they wished to evaluate. The student completed an evaluation form with the guidance of the preservice teacher.
The preservice teacher then completed Kathy Shrock’s Critical Evaluation of a Content-Based Mobile App form.
Methods
Participants. Seventy-seven students enrolled in four sections of Integrating Technology in the Elementary
Curriculum participated in this study. The four sections are comprised of 74 females and 3 males. A majority of the
students are Caucasian and range in age from 19 to 25. Three sections include students in the elementary education
program and one section in early childhood.
Data Collection. Data were collected through open-ended surveys, preservice teacher observation and reflection
forms, and focus groups. A pre-experience survey was given to understand preservice teachers’ perceptions of
iPads, their previous experience with iPads and how they thought the K-3 students would react to the experience. A
post-experience survey included these items as well as items about how, if at all, they thought they used their TPCK
during the experience and how they thought they would use iPads in their future classrooms. Focus groups were also
conducted at the end of the experience to better understand preservice teachers’ perceptions of the experience and to
learn more about what took place during the various one-on-one sessions. Data was also collected during the
practicum experience through the preservice teachers completion of a student observation and reflection form.
Surveys, focus group questions, observation forms and reflection forms will be included in the final paper and in our
presentation.
Data Analysis. Qualitative analytic procedures were implemented (Rossman & Rallis, 2008). Data analysis
consisted of many readings and rereadings of the data set by each member of the research team individually, during
which time analysts independently coded the data for themes and patterns. The research team then met and created
the space for multiple analysts to share, discuss, and debate patterns from data (Marshall & Rossman, 2010).
Results
This study is currently underway and will be completed in November 2013. Because of this we are submitting for a
Brief Paper Session which according the call for proposal are session designed for “works in progress.” Results
1
NETS*T is now referred to as ISTE Standards*T
from preliminary data analysis of the pre-survey suggest that the opportunity to use mobile technologies with
students during a hands-on practicum experience helped preservice teachers see the value in using an iPad as an
instructional tool. One student noted that during the experience “I used my TPACK knowledge by thinking of ways
that I could use the apps that my student used inside the classroom and integrated into my lesson plans.” The
structure of the experience was also addressed in the post reflections with some preservice teachers observing high
levels of engagement. Full results will be presented in our final paper.
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