A Quantitative Investigation into the Impacts of 1:1 iPads on Early Learners' ELA and Math Achievement

Autor/inn/en	Bebell, Damian; Pedulla, Joseph
Titel	A Quantitative Investigation into the Impacts of 1:1 iPads on Early Learners' ELA and Math Achievement
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 14 (2015), S.191-215 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Access to Computers; Handheld Devices; Educational Technology; Mathematics Achievement; Elementary School Students; Elementary School Mathematics; Kindergarten; Grade 1; Grade 2; Grade 3; Language Arts; Pretests Posttests; Randomized Controlled Trials; Computer Oriented Programs; Program Effectiveness; Longitudinal Studies; Literacy Education; Reading Achievement; Writing Achievement; Phonemic Awareness; Listening Skills; Phonics; Massachusetts + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Sprachkultur; Computerprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Master-Studiengang
Abstract	Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students' technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world's first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01