IPads in Elementary Education: Content Mastery and Curriculum Pacing.
Mrs. Laura Wilson
Indiana University of Pennsylvania
United States of America
L.E.Bowser@iup.edu
Mr. James F. Nash
Indiana University of Pennsylvania
United States of America
J.F.Nash@iup.edu
Miss Christina L. Wissinger
Indiana University of Pennsylvania
United States of America
C.L.Wissinger@iup.edu
Dr. Mary Beth Leidman
Indiana University of Pennsylvania
United States of America
mbleid@iup.edu
Abstract: According to Ellis, S., (2011) “One of the benefits of iPad is that it enables children to
self-direct their learning, and it is easy and enjoyable for parents to understand and get involved”
(p. 61). The goal of this study is to determine if the faculty will need to restructure the curriculum
to adjust for faster content mastery from the iPad use. This preliminary study is examining the
mathematics scores from second grade students in a rural, catholic school district. The focus is the
content mastery speeds by the use of iPads as engagement and immediate response tools. In
investigating prior research, there are limited studies that focus on elementary mathematics and
content mastery with the use of iPads. Our goal is to show a correlation between the iPad use, the
improved test scores, and accelerated curriculum.
Ipads and Content
Educators have stated that computer mobility is critical to the development and future of instruction;
mobility provides access to learning content regardless of location and facilitates on-demand learning. (Meurant,
2010) Traditional computer labs limit the ability for student to collaborate. Old style computer labs do not support
flexible grouping of students and limit the instructor’s ability to alternate between whole-class, group, paired and
individual tasks and activities. (Meurant, 2010) Schools in Worcester Massachusetts, Auburn Maine and South St.
Paul Minnesota incorporated iPads into their schools in 2011; between these school districts students from k-12
grades are currently utilizing iPads in their classrooms. (Kennedy, 2011) Discovery Education gathered a group of
educators in 2010 to evaluate their new iPad platform created to provide quick access to content via a device that
“screams to be played with” according to Discovery Vice President Craig Halper. (Electronic Education Report,
2010) The discovery group participants stated that “The challenge will be for the teachers to keep up with the kids.”
(Simba, 2010) The idea of teaching through devices that are perceived as play, is nothing new. As per Buckleitner
claims, the theories of Johann Pestalozzi and Friedrich Frobel were centered on the concept of “tapping into the
power of play.” Between the on-demand learning, mobility and inherent elements of play that iPad presents it is
easy to anticipate their adoption into everyday classroom learning at all grade levels. In conjunction with traditional
teacher-led instruction, children are utilizing digital technologies such as the iPad to self-discover, providing
significant results in the learning process. “The great thing about the iPad is that it promotes exploration.” (Crowell,
2012)
Ipads and Functionality
A 2010 study found that children responded to the study of culture, utilizing personal mobile devices. In
this learning, the students had a chance to gain in-depth understandings of the learning content. They could
physically observe the objects mentioned by the teacher in class, and the experience strengthened their impressions
of and feelings about the local culture. (Shih, J.-L., Chuang, C.-W., & Hwang, G.-J. 2010) Children are currently
embracing the iPad and, according to a recent study through the University of Houston, an overwhelmingly positive
set of results confirmed children’s enjoyment of the use of an iPad in the classroom. All participants either strongly
agreed or agreed that iPad touch-screen makes interacting with electronic learning enjoyable. About 84% of them
reported that iPad is suitable for most of their learning-related Internet and media needs... 85% of them reported that
they got more done when using iPad for mobile learning. 79% of them found iPad suitable for most of their mobile
learning needs. (McCombs & Liu, 2011) Schools that have already implemented iPads in the classroom have found
their students inspired to create and educate in ways they had not previously considered. A senior in a Maine high
school was inspired to produce a blog to break down geographic and cultural barriers, while another high school
student managed to create a company run by members under the age of 18. (Blagojevic 2011)
Perceptions of innovations
Diffusion of new innovative technologies is dependent upon their perceived usability, satisfaction and
mobility for the 21st Century classroom. (Holden & Rada 2011) As educators, many are aware the quickness that
mobile device access is infiltrating the classroom as the costs are dropping just as quickly, the ability to enhance
learning are also affecting the attitudes toward technology increasing opportunities in education. (Eisele-Dyrli,
2011) This does not mean 21st century students are moving towards distance education, but they are welcoming
media convergence in the classroom at an exponential speed that instructors need to adapt and adjust. Inan and
Lowther (2010) point out that "there is insufficient empirical support to claim that access to technology has either
increased test scores or improved the quality of instruction to enhance student learning." Is it all smoke and mirrors
or is the diffusion of new technologies increasing our learning curve?
Information Processing Theory
According to social learning theorists, successful learning takes place in an environment where individuals
can construct ideas, culture, histories, and meaning as the result of ongoing social interactions and collaborative
functioning (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). This theory was based on the study of
cognitive development and psychology because of the mental developments in terms of maturational changes within
a child’s mind. The idea of this theory is that human minds are more like computers in that processing occurs rather
than just receiving stimulation through continuous patterns of development. This theory is based on the four pillars
model for information processing:
1. Thinking - this process includes perception of external stimuli, encoding and storing the data so that it
is perceived and encoded into one’s mental recesses.
2. Analysis of stimuli - this step allows the brain to alter the encoded stimuli so that the cognitive and
interpretation processes allow for decisions to be made. This includes four sub-processes that work
conjunctively to prepare the brain for an appropriate conclusion, they are: encoding, strategization,
generalization and automatization.
3. Situation modification - based on experiences or memories, this process allows for individuals to
replay prior experiences to base their decision on future solutions.
4. Obstacle evaluation - rather than just an individual's development level, the type of obstacle should
also be considered.
Methods
The population of this study is a rural catholic school, grades k-12 in western Pennsylvania with a
population of approximately 8,000 people. A catholic school, it has an enrollment of 600 students and the study
looked at second grade students over a course of four years. As an ongoing study, there is a total of 131 students
data, with 68 males (52%) and 63 females (48%). Data was gathered from Edline grade reports and evaluated for a
change in average scores on assignments, tests and overall grades because of the addition of iPads to the
mathematics curriculum.
Variables: Students were categorized into either iPad or no iPad groups based on whether or not they had
iPads during their instruction in their second grade math class (DV). The study is attempting to determine if there is
a change in the average grades in the mathematics course for second grade students as a result of implementing iPad
use.
Results
A one-way analysis of variance (ANOVA) was calculated on students’ assignment scores in mathematics
classes. The analysis was not significant, F (3, 20) = 3.48, p = 0.991 (r = 0.36) at the .05 alpha level. Students’
assignment and test scores showed there was no significant improvement when the iPad was included in the
mathematics curriculum.
A one-way analysis of variance (ANOVA) was also calculated on students’ final grades in their
mathematics classes. The analysis was not significant, F (3, 124) = 4.26, p = 0.73 (r = 0.18) at the .05 alpha level.
Students’ assignment and test scores showed there was no significant improvement when the iPad was included in
the mathematics curriculum.
Participants in year A and B that did not have iPad’s in the classroom were stable results: A (no iPad) (M =
92.509, SD = 4.28) and B (no iPad) (M = 92.208, SD = 4.85). However years D and D when the iPads were
implemented into the classroom the results for the student final grades were inconsistent: C (with iPad)(M = 93.044,
SD = 4.26) and D (with iPad)(M = 91.687, SD = 5.92). Looking at year C (with iPads) you could suggest that there
was an improvement; however year D contradicts that inference with results worse than the other three years of data.
Further research will need to be conducted to determine the other variables that are affecting the data.
Limitations
Although this is a pilot study, there are some problems that the research team has encountered as they
progressed through the data. The information was provided by the institution to show there is an increase in student
mastery of concepts and therefore a need for restructuring curriculum. The pilot study has shown no such evidence;
however, it is indeed looking at a small segment of time (September through December). In addition, the
participants in the study were conveniently the second grade students for years, A, B, C, and D. Further
investigations would need to be completed to determine if the students in years C and D (with iPads) were actually
improving their mathematics skills but years A and B (without iPads) were just more advanced in their mathematical
skills.
Conclusion
While findings from this study have proved inconclusive anomalies clearly exist in data found from years C
and D. This indicates the need for further study about the impact of IPad usage on elementary level education.
Future investigations are planned including a qualitative evaluation of faculty perceptions about student achievement
and curriculum development.. The indications that iPads accelerate comprehension in mathematical curriculum may
have wide implications which might aid in wider curricula development if emerging assumptions prove valid
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