iPads in the Classroom: What do Teachers Think?

Literature Review

As our society uses technology more and more in our daily lives for social interactions, the challenge for educators is to guide students towards using iPads and other tablet devices for educational purposes (Oliver, 2007). In a study of middle school students and iPad use, Maninger and Holden (2009) reported that teachers were “overwhelmingly positive”, saying that students’ engagement, interest and involvement had improved. Word processing, communication and taking notes in class were the three most prevalent tasks the students used the iPad for. Going beyond these uses, online research was also reported by the teachers. This technology had an overall strengthening effect on the learning process.

Previous research has shown that making iPads part of everyday pedagogy will motivate and enhance student learning (Kinash, 2012; Demski, 2011). In another study, Hargis, Cavanaugh, Kamali and Soto (2014), reported that students who used iPads in the classroom gained empowerment as they became researchers and more independent learners.

Swan, Hooft, Kratcoski and Schenker (2007) investigated the effect of the use of handheld devices on student learning in 1:1 computing classes. Their results showed increased student motivation and engagement in comparison with students who attended regular classrooms. They also found that teaching and learning in the computing classes were more student-centered, collaborative and flexible. Research also show that English language learners benefited greatly by using the iPad to look up words quickly and hear them pronounced correctlyDemski, 2011).