Can hand-held technology make a difference?: The effects of using iPads in an urban elementary school classroom
Abstract: The release of Apple’s iPad has been greeted with intense enthusiasm by K-12 school educators and administrators. In recent years, various schools have begun incorporating these devices into their curricula, with the hope of improving student academic performance, motivation, and engagement. However, at the current time, there has not been very much documented research on the effect of iPads in the classroom. The purpose of this quasi-experimental study is therefore to examine the effects of iPads in a 5th grade classroom at an urban public elementary school in northern New Jersey. This research is intended to examine the effects of sustained iPad use after a one year implementation to determine new insights on ways in which educators can properly use iPads to redefine learning spaces and increase learning outcomes.
Presider: Tsan-Jui Cheng, University of Vermont