Running Head: iPads in Education

iPads in Education
Benjamin A. Price
ETD 624 Fall 2014
Saginaw Valley State University

iPads in Education
Literature Review
Technology is essential to our society. It has been integrated into almost every facet of our lives.
Technologies offer our lives new options. We are able to do old things in new ways or new things
altogether. This makes using that sort of technology fun, exciting, and engaging. It is imperative that
school districts effectively teach with the same technology which engages students outside of the
classroom. In the world of education; the Apple iPad stands out as device which fosters learning. The
iPads characteristics make it an appropriate tool for classroom instruction, including price, physical size,
processor speed, storage capacity, Wi Fi connectivity, mobility, built in camera, accessibility features,
and an abundance of available applications (apps) (OMally, et all, 2013.) The use of mobile devices for
learning in the K-12 classroom is changing the educational landscape (Chau, Block, Jesness, 2012)
Further studies on how to truly engage students in using iPads to communicate, create, and collaborate
will provide meaningful instructional practices for educators (Chau, Block, Jesness, 2012).
Many studies have been done on an iPads impact on learning. However, these studies have varied in
several ways. Studies have been done with elementary, secondary, college level, and administrative
learners. The effectiveness of this technology has been determined in multiple subject areas. This review
summarizes the articles which focus on: English, Math, Geography, Science, and Engagement.
English/Language Arts
Literacy instruction is incredibly important and teachers have notoriously struggled with
engaging learners in this area. It is essential that students be engaged and interested in this topic.
Teacher need to be equipped with the technology and the know-how to effectively implement it into
their daily practices. The iPad is an effective tool and, when implemented correctly, it can be used to
benefit the learning of all students (C. McKenna, 2012). When measuring 2nd graders reading accuracy
and fluency, it was discovered that students, who were in a classroom without iPads, were able to read

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with an accuracy rate of 65% and a fluency rate of 69 WPM (Words Per Minute). Students, who were in
a classroom which utilized iPads, were able to read with an accuracy rate of 71% and a fluency rate of 77
WPM (C. McKenna, 2012). This directly shows the impact that iPads can have on learning.
iPads allow teachers to teach reading in a more fun and engaging way. Teachers are using apps
to help students study words, practice phonics concepts, listen to and read stories and books, and
analyze characters (Millman,2012). With this technology, teachers are able to actively engage students
via a media that is familiar and easy-to-use.
Reading and writing have always been interconnected. Students who can read well are usually
the ones who can also write well. This connection is still true even when incorporating digital technology
into the classroom. Research has shown that digital storytelling apps encourage students to create their
own original works (Saine, 2012). Teachers have often had difficulty in encouraging students to write
and generate unique stories. The use of iPads, in the area of literacy increases student interest in selfdeveloped pieces of writing.
Math
In a study conducted on 1st and 2nd graders, studies showed that when evaluating number sense,
students in a classroom without iPad math, 1st graders had an average score of 51.24% and 2nd graders
scored an average of 52.32%. When contrasted with the scores of a classroom which received iPad
interventions; 1st graders scored an average of 61.17% and 2nd graders scored an average of 65.6%.
(McKenna, 2012) In another study, which included observational data, teachers reported that the
intervention allowed the students to master or make progress toward learning goals and objectives that
they had not yet been able to master using traditional instructional methods (OMally, et all, 2013). In
one study involving emotionally disturbed high school students, results showed that iPads allowed them
to answer questions at a much faster rate than the traditional paper and pencil method (Haydon, et. all).

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In a different study, there were differing results as to the effectiveness of iPads as a math
intervention. In a 5th grade research group, studies indicated that students did not display improvement
when iPads were used as an intervention. Although, the duration of the study was brought into question
as the study was done during only one semester, also, both teacher and students were limited in their
prior exposure to the technology (Carr, 2012).
Geography
iPads benefitted geography in several ways. iPads improved digital literacy and citizenship and
also allowed teachers to instruct with the most up to-date information available via Google Earth. iPads
were also shown to increase student engagement. Teachers commented on how students were 100% on
task and engaged in the discussions. This is in part because students were allowed to play games in
order to prepare for exams. iPads were also shown to be effective in the area of Geography because the
instruction was differentiated in that it allowed students to work through the content at their own pace.
(Chau, Block, Jesness, 2012).
Despite the many benefits from using iPads in the area of Geography, for students, there were
new challenges which accompanied this technology. It was discovered that students could sometimes
get off track while looking for information, or, they could get distracted by using an app which was more
interesting to them. Teachers were faced with new challenges as well. Teachers were left wishing for
more apps for geography related topics and challenge-based activities. Teachers also discovered that
because of the newness of the iPad it would be beneficial for more training to be available for teachers
and students alike (Chau, Block, Jesness, 2012).

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Science
There are a limited number of studies that have researched the effectiveness of iPads in this
area. The research that was reviewed didnt evaluate the academic gains of participants in this area. In
the available research, participants were evaluated, via survey, to determine their attitude about the
technology, use of the technology, and time spent on assignments versus traditional methods. In a
participant survey, it was determined that the use of iPads in this area significantly increases student
enjoyment and decreases the time required to successfully complete assignments. (Wallace, Witus,
2013).
Engagement
Learners want information delivered to their brain in the simplest form. Video is often the
method of choice. In a study which included video lessons, and a discussion board, one student
commented that they loved the video lectures! And that it was their third attempt at studying
Statisics via distance ed, and that it was the only time he/she hadnt felt overwhelmed by it all
and withdrawn. This student also commented that recordings of lectures delivered on campus
were often not helpful for external students. This student said that recordings left him/her
feeling lost and disconnected from his/her studies. However, the short videos led to many ah-ha
moments (Manuguerra, Petocz, 2011). Another factor which influenced student perspectives
was the fact that they could replay the videos as many times as needed and often focus on
particular parts and passages. This made future textbook usage much easier (Manuguerra,
Petocz, 2011)
During a field study conducted of three to four year olds, it was seen that playing with iPads
provided fun to young children while they were playing. The score in the nine areas in
engagement scale (facial expression/posture, persistence, concentration, reaction time,

iPads in Education
precision, satisfaction, energy, complexity/creativity, & verbal utterances/language)
demonstrated that most participants had high facial expressions while playing iPads. (Disney, et.
all, 2012)
Conclusion
iPads have been shown to be effective learning tools. They have been shown to be beneficial to
students in many subject areas. As the research has shown, iPads are very beneficial to students
whom are studying mathematics. The research could be taken deeper to determine how
beneficial iPads are in more specific areas of mathematics such as number recognition, fact
fluency, ten-frame usage, geometric shapes, etc. The findings validate the need for further
research in this area.
Any problems regarding the effectiveness of iPads seemed to stem from insufficient user
training, app availability, or structure (on-task students). These items are important factors for
future researchers to keep in mind in order to improve the validity of their research. Participants
should be sufficiently trained and familiar with the technology before the research begins.
Specific apps should be carefully selected and monitored for participant use. Certain parameters
must be set to ensure that all participants are on task and completing the study as desired.

iPads in Education

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