1:1 iPad Implementation: A Study on Efficacy and Achievement in Reading

Autor/in	Padgett, Rebecca M.
Titel	1:1 iPad Implementation: A Study on Efficacy and Achievement in Reading
Quelle	(2017), (207 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lipscomb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-5649-3
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Access to Education; Reading Achievement; Program Effectiveness; Middle School Students; Grade 5; Grade 6; Grade 7; Grade 8; Mixed Methods Research; Student Attitudes; Teacher Attitudes; Questionnaires; Focus Groups; Scores; Pretests Posttests; Vocabulary; Standardized Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Education; Access; Bildung; Zugang; Bildungszugang; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Lehrerverhalten; Fragebogen; Wortschatz; Standadised tests; Standardisierter Test
Abstract	The purpose of this study was to determine 1:1 iPad implementation's impact on students' reading achievement from 2013-2017 and student efficacy in using the technology to learn at one independent middle school in Grades 5-8. To determine the impact of the 1:1 iPad initiative on reading achievement, this mixed methods study examined five years of reading achievement scores on the Comprehensive Testing Program (CTP-IV) as reported by the Educational Records Bureau (ERB). Researchers gathered qualitative data regarding perceptions of using 1:1 iPads by administering student and teacher questionnaires as well as convening a teacher focus group. Based on statistical evidence, reading achievement scores declined from pre- to post-iPad implementation. Vocabulary mean scale scores showed no statistically significant differences for Grades 5-7. However, in Grade 8 a statistically significant difference was found in vocabulary pre- and post-iPad mean scale scores. For the qualitative portion of this study, four major themes emerged: teacher perception in a decline in student performance and interactions, iPads viewed as a distraction, and contrasts in student perceptions in using the technology as a tool to learn. All data were analyzed to provide guidance on the future planning and use of the technology to improve student achievement, specifically reading comprehension. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01