#6 What does research really say about iPads in the classroom?

            In Jeanne Carey Ingle and Tanya Moorehead’s article “What does research really say about iPads in the classroom?” they discuss whether the use of iPads is a good or bad thing. Jeanne is a teacher and part-time professor who has written several grants to bring technology into her schools and Tanya is a professor who loves using technology as a teaching tool. The two of them conducted a study in which they assigned fifteen pre-service teacher interns to an elementary school. They assumed these younger teachers would automatically know how to use an iPad, but they were wrong. So, they had to train these interns just like they would have to train the students because not all of them know how to use such technology. They found that iPads were not the cause of an improvement in classroom learning, but teachers who integrated the technology for Project Based Learning. The research also claims that iPads improve student engagement by letting them help train their classmates or by allowing them to choose an app or the like for class that day. They concluded by sharing how research has demonstrated that iPads have the potential to level the playing field for all students. They discuss how the research was conducted in inclusive classrooms with diverse learners. And how this research showed that the more teachers use technology, the more comfortable children will be using it. The use of iPads in classrooms helped provide an innovative learning experience for each student.

            During my k-12 schooling, technology was not incorporated into the schools as much as they are now.  We had a library with numerous computers to use when we were to do research papers and there were a few classrooms with smart boards. When I graduated, a nearby school granted each student with either an iPad or iMac. I thought this idea was absurd. But, after reading this particular article, I feel a little differently. I particularly like when Jeanne discussed her experience with Edward and his use of the iPad. There are so many students who do have both home and learning challenges, which are the main causes as to why they do not perform well in schools. Noticing the strengths and interest of each student and then incorporating that into the lesson will help to make them feel important. I also like the idea of allowing some freedom for students to determine which apps they use during class because I feel like that is another way to get them more excited about learning. Jeanne and Tanya wrote how they conducted their research in an inclusive setting, which is important to me as a future Special Education teacher. I appreciated how they took such a variety of students to incorporate the use of iPads. When I do become a teacher, I am sure I will definitely use technology. And I hope I will use it in such a way so that each student is fully engaged.