Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
Are we seriously going 1:1 this year? A case study of teacher perceptions in the first year of an elementary 1:1 iPad adoption
1. ARE WE SERIOUSLY GOING 1:1 THIS
YEAR? A CASE STUDY OF TEACHER
PERCEPTIONS IN THE FIRST YEAR OF AN
ELEMENTARY 1:1 IPAD ADOPTION
Denise Frazier, Ph.D.
Staci Trekles, Ph.D.
Purdue University Northwest
School of Education and Counseling
2. Our Method
• Mixed-methods case study – exploratory with triangulation of data
from several sources
• TPACK theory
• Survey – Likert items and one short response item
• Focus group volunteers – 2 teachers per grade level, random
selection
• Focus groups – separate groups for K-2 and 3-5
• Both survey and focus groups conducted at beginning, middle, and
end of 2015-2016 school year to compare responses over time
3. The Setting
• Small suburban-rural elementary
school
• Approximately 600 students,
balanced calendar
• 26 teachers K-5
• Relatively affluent community,
limited diversity
• Why this school?
• Access to teachers and school
• Recently started program (good
timing)
• 1:1 implemented in all grades,
including kindergarten
4. RESEARCH QUESTIONS
• How do elementary teachers anticipate and actually use iPads in the
classroom over the course of the first year of 1:1 implementation?
• What issues arise in elementary schools during year one of 1:1 iPad
adoption?
• What do elementary teachers perceive are the benefits and challenges of
using iPads in classrooms?
• How do elementary teachers’ perceptions change throughout the first year of
1:1 iPad implementation?
5. Teacher Anticipation and Use of iPads Over Year 1
BOY
K, 1, 2
BOY
3, 4, 5
MOY
K, 1, 2
MOY
3, 4, 5
EOY
K, 1, 2
EOY
3, 4, 5
Language Arts 100% 100% 85% 91% 92% 73%
Phonics 100% 45% 85% 9% 92% 9%
Vocabulary 69% 91% 38% 64% 38% 73%
Word study 54% 73% 31% 54% 15% 64%
Comprehension 85% 100% 46% 82% 69% 54%
Writing 61% 64% 23% 45% 38% 45%
Math 100% 100% 85% 91% 92% 73%
Social Studies 69% 100% 38% 73% 54% 73%
Science 69% 100% 38% 54% 53% 73%
6. What We Discovered
• Decision to go 1:1 came at the
end of the previous school year
under a new superintendent
(Apple iPad chosen as device, no
LMS)
• Teachers had minimal time to
prepare for the change, little PD
provided
• Many teachers felt “rushed” into
the new 1:1 environment, but
anticipated using the iPads a
great deal during the year
7. Teachers and Students using the iPads
Advantages
• Differentiation
• Groups and centers
• Access to more information more
easily
• Multimedia and apps that help with
learning
• Improved teacher confidence in
using iPads in the classroom
Disadvantages
• Lack of professional development
• Classroom management problems
• No district-wide digital citizenship
program
• Technology not always working as
promised
• High administrative expectations
put pressure on teachers
8. So what can we learn from all of this?
• Don’t rush – gather all stakeholder input and go slowly when rolling out,
especially in elementary environments
• Get parents involved to help with early digital citizenship skills development
• Professional development should be timely, relevant, and frequent throughout
1:1 implementation, especially in the first year
• Let teachers review and advise on which apps to use
• Elevate teacher confidence with in-building tech support and coaching
• View and use the iPad as a tool for learning
• Find a balance between iPad time and other classroom activities
It is important to note that applications (apps) were not available to teachers at the BOY, and by the MOY, some apps were available, but the limited technology support staff was the only group allowed to add apps.
Testing may have also been a factor, especially at the EOY
Of the 20 teachers who commented on the EOY survey, all but three referenced the need for more time and training.
Statistically significant-teachers initially thought supervising students on iPads would not be difficult, then found it was due to lack of digital citizenship; teachers did not utilize apps-i.e. Class Dojo for classroom mgmt
Staci-K-2 went back to paper/pencil tests in some cases, so I removed the “assessment” comment in advantages. We may discuss that during the presentation.
**statistically significant items: improved teacher confidence and classroom mgmt issues
Another cause of failure to effectively integrate technology into the classroom is the tendency in many districts toward “fast-tracking technology purchases without the meaningful involvement of classroom practitioners” (Surry & Farquhar, 1997; Walker, 2016, p. 44).
TPACK identifies what knowledge teachers need to teach effectively with a great deal of time and practice in implementing new strategies and gaining the skills and confidence they need to use them effectively.