Exploring 1:1 Tablet Technology Settings: A Case Study Of The First Year Of Implementation In Middle School Mathematics Classrooms
Abstract: This paper explores ways middle grades mathematics teachers used iPad Apps during the first year of 1:1 tablet technology. Ten teachers were observed and interviewed regarding their 1:1 setting. Analyses of interviews and observations involved identifying common themes. Three avenues were identified: 1) ways teachers planned for and implemented instruction with iPads, 2) perceptions of how iPads should be used, and 3) perceptions of impact on themselves and their students. Five ways were identified in which teachers generally utilized iPad Apps: consumption of content, procedural practice, content creation and communication, as a notebook, and for a calculator. Teachers’ perceptions of use were classified as direct or flexible and perceptions of impact classified as relating to teachers or students. There was a tendency to use technology in the classroom structure without consideration of the development of mathematical content and a desire for 1:1 content:technology connection.
Presider: Cheryle Snead-Greene, Prairie View A&M University