Title
iPads in the College Classroom: The pilot Test
H. Steve Leslie
Arkansas State University
USA
sleslie@astate.edu
Natalie Johnson-Leslie
Arkansas State University
USA
njohnson@astate.edu
Abstract: The case study evaluated the pilot study of providing students with iPads in
selected classes across colleges at a mid-south university. The study used Holmberg’s
theory of interaction and communication to establish the need for students to interact with
each other, with teachers and the content simultaneously. A survey containing 15
questions were administered through Googledocs. The study supported Holmberg’s
theory and found that there was no significant difference in teacher student interaction
with use of the iPad.
Introduction
In order to meet the demands of today’s increasingly global and interconnected world, our students must be up to
speed with their 21st Century technology skills. Hence, the curriculum needs to be responsive to the times. With the
genesis of the World Wide Web, coupled with a myriad of technologies not seen before, today’s students have been
enabled to transform the teaching and learning landscape. iDevices have impacted how students learn and acquire
the knowledge and skills needed for survival in the 21st Century classroom (Getting Started: Classroom ideas for
learning with the iPad, 2011). Research has shown there are positive gains when digital technologies are utilized
correctly and creatively in the classroom. That is, when learning is personalized for students including students with
disability. With the plethora of e-books and other electronic devices available on the market today, it is incumbent
on educators to ensure that users are set up to be successful. This success will be ensured if there is a rock-solid
accessible IT department and network infrastructure in place to handle the demands of multiple users. In addition, a
strong pedagogical strategy, inclusive of: consistent training to make the transition to iPad-based learning a success;
points to consider to virtualize a school’s wireless network; key budgeting and staffing decisions; clarifying the
impact of iPad on IT departments and the general network infrastructure; scaling up a project and its meaning for
staff and students; and how to integrate iPads into instruction rather than being a distraction.
Purpose statement and Hypothesis
The purpose of this research was to pilot test the use of iPads in the college classroom at a mid-south university.
Specifically, the hypotheses were:
1. Feedback from instructors would be increased because of the iPad
2. Increase research output
3. Connect to real world experiences
4. Increase the sense of community among students based on this common tool
Theoretical underpinning
Holmberg (1983) theory of interaction and communication utilizes the constructivist approach to learning. This
theory was important in grounding this iPad initiative as it relates to interactions and personal relationships. The
issue of personal relations and interactions for the students, faculty and the iPad technology in the educational arena
was of great importance in this pilot study. According to Holmberg, teaching is indeed the facilitation of student
learning. This begs the issue for teachers to create learning materials that are accessible to the students. Furnishing
each student with an iPad is one way of providing access. Another hall mark of this theory is providing students
with interactions that are relevant and captures students’ interests. This can be garnered through didactic
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conversations and interactions that are both formal and informal. Having students using a variety of media—video,
audio, text and graphics coupled with proper page layout of the material can help to motivate the learners and can
facilitate greater learning outcomes.
Holmberg recommends the following: having flexible schedules; student work at their own pace; students are given
time to digest new information; there is specific guidance that does not stifle creativity; intellectual honesty is
emphasized; students being required to use primary sources; encouraging the use of critical and divergent thinking
that facilitates problem solving; having a friendly and personal tone; opportunities for constant collaboration; and
help students engage students emotionally with the content by appealing to all of the students sensory modalities
(Holmberg Theory Dialogue by ‘Holmbergers’ 2013).
All these interactions do form a web of constant activities that are multi-dimensional and not unilateral. Hence,
students are expected to interact with their teachers, with each other and with the content as shown in figure1
Student
Interaction
Teacher
Content
Figure 1 shows the interaction of students with teachers and the content. According to Moore (1989) the student
content interactions will occur when students become engaged with text in the various media—be it print or
electronic. Student to student interaction will be facilitated by the student using various methods to communicate
and collaborate with others about the content. There for students can use features such as blogging, e-mail, face-toface conversations’, texting etc., to interact with each other. Finally, the student teacher communication is
facilitated by any means available electronically or face-to-face. The bottom line is that students are getting
engaged at multiple levels with stakeholders in the teaching and learning environment.
Method
The research design was a case study, the case/unit of analysis being the classes that participated in the iPad
initiative (Stake, 1995; Yin, 1994). The methods used for collecting data included an original student survey
developed by the authors using the literature on technology integration as a framework.
The survey included 15 items. Fourteen of the questions were quantitative requiring a Yes-No or Likert-type
questions. The final question #15 was an open-response question requiring a qualitative response. Survey data were
analyzed using Googledocs. The statistics used were means and frequencies.
Context
During the 2011-2-12 school year, this mid-south university decided to pilot the use of iPads in the classroom. After
multiple meetings with the various stakeholders, it was decided that faculty should be the ones who steer the
integration of iPads in their classes. Therefore, a committee of faculty representing all colleges was pulled together
to form an advisory board. Faculty members on this team were asked to submit proposals for obtaining iPads in
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their classrooms. These proposals were peer reviewed and ranked by faculty to decide which proposals would be
funded. Based on the ranking, from the rubric used and the money available to purchase the number of iPad’s
requested, 12 of 22 projects were earmarked to be funded spring and fall 2012. Eventually, the projects funded
demonstrated effective pedagogical use of the iPads as a tool to aid rather than to replace quality instruction in the
classroom. So, it was not about having the technology but rather a coupling of the iPad technology with knowledge
of integration and application on the part of the educators (Reiss, 2013).
Findings and conclusions
Starting in fall 2012 there were 150 students who had iPads to help them in their classes. These students were from
across campus in the following colleges: education, business, honors college, science, humanities and social
sciences. At the start of the semester, each instructor who was a part of the iPad initiative rolled out there iPads in
their first class session. Students had to sign a waiver regarding the physical condition of the iPad received. All
students had to sign a liability agreement for any damage to the iPads.
At the start of fall 2012 semester the students were asked to complete an on-line survey regarding their learning
experiences. Items for the survey were obtained from…. All students participating in the iPad initiative were sent an
e-mail with the link to complete the survey in Googledocs. From the total of 150 students, 115 completed the
survey for a response rate of 76.7%. Based on the hypothesis postulated the findings are as follows:
Hypothesis 1: Feedback would be increased because of the iPad
As shown on Figure 2, students were asked about receiving immediate feedback from instructor.
1.
How effective was the iPads in getting immediate feedback from your instructor?
Yes, highly
50 43%
Yes, somewhat 34 30%
No
31 27%
Seventy-three percent of the respondents indicated high or somewhat. In keeping with Holmberg’s theory, feedback
is important as a means to facilitate student teacher relationship.
Hypothesis 2: Increase research output no question addressed this…
Participants were asked, were iPads used to improve any of the following experiences in your classroom (you may if
this choose more than one). Seventy-four percent of the participants indicated an increase in research.
Simultaneously, 89% indicated an impact on learning where as 66% indicated increased output on teaching.
Hypothesis 3: Connect to real world experiences
Participants were asked explicitly how the iPads helped with real world connections. Eighty-three percent indicated
there were some connections made to the real-world
2.
How effective was the iPad you used in relating your course content to real world experience?
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Yes, highly
57 50%
Yes, somewhat 47 41%
No
11 10%
In conjunction to hypothesis 3, students were asked about preparing them for work in the global village. The
responses showed that 79% of the students indicted this were very useful or usefulness. Only 23% was not quite
sure.
Hypothesis 4: Increase the sense of community among students based on the common tool
Students’ responses were split when answering the question of community building. Forty-seven percent indicated
agree or strongly agree whereas a significant 30% were not sure. Reasons for such were not explored in this pilot
study.
My iPad help to build a sense of community with my fellow classmates.
Strongly Agree
27 23%
Agree
28 24%
Not Sure
35 30%
Disagree
15 13%
Strongly Disagree
9
8%
As shown above, 47% indicated their agreement with the iPads helping them to build a sense of community with
other classmates. Community building or student-to-student interaction is an important o Holberg’s theory used to
underpin this study.
Lessons learned from students anecdotal responses
1. The iPads are great for researching topics. They allow quick and easy access vs. having to go and find a
computer somewhere on campus. Cuts back on the time spent when performing research for projects.
2. I am glad I got to use one while in college. It helped the class go smoother and helped me see what was on
the board considering I have bad eye sight.
3. The iPad devices can be used to enhance the learning experience. Yes, they can replace expensive and
constantly outdated published textbooks. Yes, they give "real-time" information providing more instruction
Implications and recommendations
1. Need for strong IT network solutions and Wi-Fi access
2. Training of the faulty to use the iPads themselves
3. Students liked the portability
4. They would recommends that having a iPad is a requirement in classes
5. Windows based devices were recommended for future use.
6. IPads and tablets are becoming more and more common on campuses and in the work place. Their
functionality, along with the endless number of applications available is motivating a trend towards a
more interactive society
7. With a more organized approach, these devices can not only enhance our learning experience but can
easily make learning the "latest and greatest" information more accessible and, in my opinion, more
exciting. No device can take the place of a qualified educator but they can be used to help content stick
in the minds of student by allowing us to tailor our instruction time in a more interesting way
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References
Holmberg Theory Dialogue by ‘Holmbergers’ (2013). Available on-line at
http://www.xtranormal.com/watch/12272145/holmberg-theory-dialogue
Getting Started: Classroom ideas for learning with the iPad (2011). Department of Education and
Earl Childhood Development. Melbourne
Holmberg, B. (1983). Guided didactic conversation in distance education. In D. Sewart, D. Keegan, & B. Holmberg
(Eds.), Distance Education: International Perspectives (p. 114-122).
New York: St. Martin's Press.
Kelsey, K. & D'souza, A. (2004). Student Motivation for Learning at a Distance: Does
Interaction Matter? Online Journal of Distance Learning Administration, Volume VII, Number II.State
University of West Georgia, Distance Education Center. West Georgia
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education,
3(2), 1-6.
Pittard, Vanessa (2009) Becta Research: Young People, Schools and Technology-Supported
Learning. Powerpoint presentation. In: ALT-C 2009 "In dreams begins responsibility" - choice, evidence
and change, 8 - 10 September 2009, Manchester
Reiss, D. (2013). Text books to tablets Prparing for digital education by 2017. DA
DistrictAdministration solutions for school district management. Available at
http://www.districtadministration.com/article/textbooks-tablets
Stake, R. E. (1995). The art of case study research. London: Sage Publications.
Yin, R. K. (1994). Case study research: Design and methods. (2nd ed.). Newbury Park, CA: Sage . Publications.
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