Running head: THE EFFECTIVENESS OF 1:1 IPADS 1

The Effectiveness of 1:1 iPads on Sixth Grade

Student Engagement at Pottsgrove Middle School

Aubrey E. Pace

Kutztown University of Pennsylvania

THE EFFECTIVENESS OF 1:1 IPADS 2

Table of Contents

Abstract…………………………………………………………………………………………....4

Introduction………………………………………………………………………………………..5

Topic Statement and Purpose……………………………………………………………...5

Relevance………………………………………………………………………………….6

Hypothesis…………………………………………………………………………………7

Guiding Research Questions………………………………………………………………7

Definition of Terms………………………………………………………………………..7

Review of Related Literature……………………………………………………………………...8

21st Century Adolescence and Characteristics of Learning……………………………….8

Traditional Instruction and Development Over Time……………………………………..9

21st Century Technology and Tools……………………………………………………...10

Brick-and-Mortar Student Engagement with 1:1 iPads………………………………….12

Method…………………………………………………………………………………………...15

Hypothesis………………………………………………………………………………..15

Research Participants…………………………………………………………………….16

Instruments……………………………………………………………………………….16

Design……………………………………………………………………………………18

Procedure………………………………………………………………………………...18

Data Collection Method and Analysis…………………………………………………………...19

Time Schedule…………………………………………………………………………………...24

Budget……………………………………………………………………………………………25

References………………………………………………………………………………………..25
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List of Tables

Table

1. Time Schedule…………………………………………………………………………...24

2. Budget……………………………………………………………………………………25
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Abstract

The purpose of this action research study is to investigate how current one-to-one (1:1) iPad use

is impacting sixth grade student engagement in the brick-and-mortar classrooms of Pottsgrove

Middle School. This study will seek to identify how teachers and students are currently making

use of the 1:1 iPad program in an effort to improve and enhance the learning process. This study

will also seek to identify barriers to improving student engagement with the 1:1 iPad program

and actions that can be made to eliminate these barriers. The researcher will use an achievement

test, Likert scale, semantic differential scale, rating scale, questionnaire, and interviews to collect

information related to knowledge, understanding, achievement, barriers, interest, and experience

with iPad devices and applications. As a result of investigating successes and barriers with

improving student engagement levels through the 1:1 iPad program, this study will reveal best

practices currently being utilized by the sixth grade teaching faculty to improve student

engagement levels through the 1:1 iPad program. This study will also uncover how student

engagement levels have improved with the implementation of 1:1 iPads, compared to teaching

environments that continue to utilize traditional instruction, an environment lacking the

implementation of a 1:1 technology program.

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Introduction

To meet 21st-century demands, many school districts are flocking to put a technology

device in the hands of every student. It is common for Apple’s iPad to be the school’s chosen

technology device. By ensuring every student is equipped with an iPad, school administrators

believe that students will be prepared for the future—a future that will engage students in critical

thinking, communication, collaboration, and creativity. By engaging students in their learning

today with the support of the iPad, schools are assured students will be prepared to be engaged in

their futures—but just how engaged are students in the learning experience when utilizing iPads?

Are students being readily prepared to meet the 21st century demands that guide them toward a

successful future in critical thinking, communication, collaboration, and creativity? How does a

one-to-one (1:1) iPad environment compare to the traditional method of education in terms of

student engagement in the learning experience?

In the sixth grade, the thought of 1:1 use of the iPads with adolescents can be particularly

alarming to those inexperienced with 21st-century technologies—such as parents or veteran

teachers. These groups tend to feel that iPads hold no educational value, serving as nothing more

than a distraction in a 1:1 environment. Sixth grade students can be viewed as “not mature

enough” to handle working with a personal technology device, while simultaneously working to

obtain a future-ready education. This study hones in on the sixth grade level to investigate the

impact iPads have on student engagement in the brick-and-mortar classrooms of Pottsgrove

Middle School.

Topic Statement and Purpose

In recent years, brick-and-mortar school districts are experiencing a push to integrate a

1:1 iPad technology program within their institutions. One core intention of the program is to
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assist in meeting the needs of 21st-century learners. By putting iPads in the hands of every

student, educators expect that students will be future-ready, prepared for jobs that do not yet

exist. The future will require students to be engaged in critical thinking, collaboration, and

cooperation within their roles. By engaging students in these areas, educators expect students

will be more engaged in their learning. Simple use of the iPad will not be sufficient in ensuring

students are meeting these needs. Educators must be teaching students in ways that allow

students to learn how to use iPad technologies appropriately. Additionally, educators must utilize

effective teaching strategies and methods in conjunction with the iPads that support future-ready

expectations for engagement. Neglecting to do so may not support student engagement in their

learning (therefore not meeting their future-ready needs).

The purpose of this action research study is to investigate the impact of 1:1 iPad use on

sixth grade student engagement in the brick-and-mortar classrooms of Pottsgrove Middle School.

Understanding how iPad utilization affects student engagement may shape the way educators are

supported in its use to ensure students are receiving adequate 21st-century preparation.

Furthermore, understanding how 1:1 iPad use shapes student engagement in the brick-and-mortar

classroom may allow schools utilizing traditional methods for instruction to consider adopting a

1:1 technology program.

Relevance

Brick-and-mortar school administrators believe implementing a 1:1 iPad program will

prepare students for their futures that will demand engagement in critical thinking,

communication, collaboration, and creativity. However, students will need to be actively

engaged in their learning if schools intend to equip students with future-ready skills. Is the 1:1

iPad program improving the way sixth grade students learn and prepare for their futures,
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compared to traditional methods of education? This investigation will help schools to determine

best practices for engaging students in the learning experience with the support of iPads. These

best practices can be shared during professional development to prepare teachers in effective

instructional methods with iPads. Additionally, this study will assist schools in making an

informed decision on implementing a 1:1 technology program. Furthermore, this study will help

the opposition or uncertain groups to understand how iPads improve students’ interest and

motivation to learn, including adolescents.

Hypothesis

Sixth grade students who are instructed in a brick-and-mortar environment using 1:1

iPads are more engaged in the classroom than sixth grade students who are instructed without a

1:1 technology program in place.

Guiding Research Questions

 What impact does 1:1 iPad implementation have on student engagement?

 How have iPads been utilized effectively across the content areas in an attempt to engage

students?

 How has teacher support been provided in the effective use of iPads to engage students?

 What strategies for iPad use have been the most engaging for students?

Definition of Terms

brick and mortar: A brick-and-mortar school is a building where students physically attend

regularly scheduled classes; a traditional location for students to obtain an education.

effective: Effective refers to being successful in producing a desired or intended result.

engagement/student engagement: In education, student engagement refers to the degree of

attention, curiosity, interest, optimism, and passion that students show when they are learning or
THE EFFECTIVENESS OF 1:1 IPADS 8

being taught, which extends to the level of motivation they have to learn and progress in their

education.

impact: Impact refers to a strong effect on someone or something. In the context of this study,

impact will refer to how iPads, or technology devices in general, influence or affect student

levels of engagement throughout the learning experience in the brick-and-mortar classroom.

iPad: The iPad is a tablet computer developed by Apple. It is smaller than a typical laptop, but

significantly larger than the average smartphone. The iPad does not include a keyboard or a

trackpad, but instead has a touchscreen interface, which is used to control the device.

one-to-one/1:1: The term one-to-one, or 1:1, is applied to programs that provide all students in a

school, district, or state with their own laptop, netbook, tablet computer, or other mobile-

computing device. 1:1 refers to one computer for every student.

traditional education: Traditional education (also known as back-to-basics, conventional

education, or customary education) refers to long-established customs that society traditionally

used in schools. Traditional education focuses on teacher-centered delivery of instruction to

classes of students who are the receivers of information.

Review of Related Literature

21st Century Adolescence and Characteristics of Learning

The age of adolescence is a critical time for students in brick-and-mortar schools. By the

time adolescents arrive to the sixth grade, major life changes and experiences are emerging.

“Most adolescents are in various stages of puberty; they are becoming more aware of their

bodies and more self-conscious. Their thinking is more abstract and more complex. At the same

time, adolescents are becoming less motivated by academic standards” (Collins, 2006, p. 10).

Sixth grade is a troublesome yet exciting time for students as a result. Adolescents are learning to
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find themselves while simultaneously navigating the waters of what sixth grade offers for their

social lives.

Academics may seem to be put on the backburner for sixth grade students. However,

Akos found that “as students get older, they want increasing input into the function and structure

of their classes” (as cited in Collins, 2006, p. 14). Oblinger and Brown identified that 21st century

adolescents crave learning experiences that offer “teamwork, experiential activities, structure,

and the use of technology” (as cited in Bloemsma, 2013, p. 19). In the sixth grade, there is a call

for these methods of learning that involve interactive and multi-processing skills. Furthermore,

the high emotional needs of 21st century adolescents require meaningful learning experiences and

the ability to make connections. To allow these lessons to happen, Sousa explains that the

environment must first allow students to feel “physically safe and emotionally secure” (as cited

in Bloemsma, 2013, p. 19). Active engagement in a meaningful learning process means initially

allowing adolescents to feel encouraged and motivated to share and express themselves in a free

manner.

Traditional Instruction and Development Over Time

Lei and Gupta describe the traditional classroom as an environment where “students sit

and listen to a lecture on a topic, and take notes, whereas in a technology enhanced classroom,

students interact with computer-based hardware and software” (as cited in Johnson-Smith, 2014,

p. 13). The teacher acts as an “information distributor” in the traditional environment. Students

are “information receivers,” writing down notes from the spoken words of the lecture. Students’

knowledge is then assessed based on the learning they were able to obtain during the lecture and

within their copied notes.

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Laurillard concluded, “[T]he lecture method is neither interactive nor adaptive; it does

not encourage reflection by the student, and only the teacher is able to communicate their

conception. It, therefore, puts a tremendous burden on the students to engage . . .” (as cited in

Jinnah, 2000, p. 15). Students are required to seek their own understanding of the connections,

relationships, and learning between the presented information, background knowledge, and

reflections to be made. This enables increasing opportunities for errors or failures in learning that

may remain unaddressed.

Over time, “the changing demographic nature of the student body, shifts in the economy,

and the tremendous potential for technology” have caused educational perspectives to transform

(Johnson-Smith, 2014, p. 14). As a result, the teacher’s role in the classroom has shifted from the

“information distributor” to the facilitator of learning. This has, in turn, transformed the students’

role from “information receivers” to active problem solvers—a position where students conduct

the learning amongst one another, with the assistance of supports such as the teacher-as-

facilitator and technology. With the teacher now in a facilitator position, “teachers are called to

guide the students by asking questions, exploring options, suggesting alternatives, and

encouraging students. The goal of facilitation is to develop students’ capacity for independent

action and responsibility” (Mandracchia, 2015, p. 31-32). By providing students with the

freedom to learn, critical thinking opportunities, and the ability to control the function of their

classes, students will be engaged in more supportive, meaningful, and structured learning

experiences.

21st Century Technology and Tools

With the rapid rise and change in technology, 21st century students are now capable of

learning on an entirely new level. Students require new knowledge at a faster rate and more
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relatable content and processes. Schools have turned to accomplish this with the support of

available technologies today, such as laptops, smartphones, and tablets. “Technology is an

integral part of today’s society; thus, educators must employ the influence of technology in

helping students become critical thinkers, communicators, and collaborators” (Tucker, 2017, p.

4). To enable students to apply critical thinking, communication, and collaboration to a future

that revolves around a technology-thriving life and career, students must actively participate in

an environment fully inclusive of technology.

Engaging students with the support of 1:1 technology devices and tools can create a more

transformative learning experience, compared to how traditional instruction has long taught

students. Philip and Garcia explain that engaging students in inquiry-based learning on the laws

of kinematics “would have taken tedious setup with strobe lights a few decades ago or

specialized computer probes a few years ago. Today, with the ease of a Smartphone, the tedium

of following procedures can give way to deeper conceptual understanding” (as cited in

Robertson, 2015, p. 24). Technology allows students to access a plethora of content and

resources in ways they never could accomplish before the existence of devices such as laptops,

smartphones, and tablets. To ensure students are effectively engaged in a structured and

meaningful learning experience with the support of these technology devices, it is important to

consider the necessary pedagogical approaches that must be followed.

The rise of technology use in the classroom in the 21st century does not simply stop at

technology platforms. 21st century learning is further supported by the use of Web 2.0 tools—the

evolved form of Web 1.0, which simply refers to the highly limited Internet. Light and Polin

explain that Web 2.0 modernizes Web 1.0, allowing learning to become “interactive and

participatory” with “an approach to socially and technologically integrated use of the Internet”
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(as cited in Wyatt, 2015, p. 22). Web 2.0 allows students to utilize tools, such as iPad

applications, to engage in communication, creation, collaboration, and critical thinking. Web 2.0

tools exist that allow students to seamlessly work in groups, share content, discuss ideas, create

videos and podcasts, and work with content knowledge in a fun, interactive way. The Web 2.0

tools that schools seek to use could affect their choice of technology platform, as certain tools

can operate more effortlessly in conjunction with particular platforms. For example, Google

Apps for Education (GAFE) may be found to operate best on a Google Chromebook laptop and

best achieve a particular school’s goals and mission. No matter the choice of technology

platform or tool, the impact that effective use of today’s technology devices and Web 2.0 tools

can create on 21st century learning cannot go unnoticed.

Brick-and-Mortar Student Engagement with 1:1 iPads

As aspiring 1:1 schools work to determine the best technology device to suit their goals

and mission, one popular selection remains to be Apple’s iPad. Carr claims that schools continue

to rave above the iPad ever since its 2010 release due to the expanding educational possibilities

(as cited in Schuetz, 2016). Some of the benefits the iPad provides is its versatility and

connectivity. Additionally, mobile application developers of the education realm continue to

release and expand its products largely for iPad compatibility. To reap the many benefits of the

iPad, it is important for teachers to actively integrate the technology into the learning experience

effectively. Teachers must understand and practice the true purpose of the iPad. iPads are not to

be used for the sake of being used in the classroom; instead, iPads should enhance teaching and

learning. When teachers understand how to incorporate the iPad into their classrooms in this

manner, they can aim to effectively engage their students in content-area learning with the

support of the iPad.

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When utilized appropriately and successfully, the iPad can enable students to build

future-ready skills such as the ability to engage in collaboration, communication, creativity, and

critical thinking. The iPad can also enable students to engage with content areas or topics that

can be otherwise difficult to get students interested and interacting. Boyce, Mishra, Halverson,

and Thomas (2014) conducted a study that explored how brick-and-mortar fifth-grade students

interacted with nature when equipped with iPads during a nature hike series. These students had

little-to-no prior experience with nature in a formal or informal way. In general, it can be

challenging to get students interested in the sciences. During the nature hike series, students

utilized iPads as resources to reference information, data collection tools through pictures and

note taking, and interactive tools to create a more eased, seamless experience through actions

such as swiping and pointing. The more comfortable they became with the new experience of

understanding nature, the less they turned to the technology—allowing students to maintain a

focus on the science content related to nature.

The iPads enabled students to be more engaged in the nature hike series and

understanding core science concepts. The iPads allowed students to use tools that improved the

way they obtained new knowledge and ideas. What the iPads did not do is distract students from

the learning process. Hoffman declared that when “a specific academic task with [clear

expectations” is assigned to students using iPads to support their learning, they “[exhibit] far

greater levels of engagement” than they would with the traditional learning experience (as cited

in Schuetz, 2016, p. 14).

Summary

Sixth grade is a critical time for students in brick-and-mortar schools. They are

experiencing increasing rates of attention to themselves, their bodies, and the social realm, with a
THE EFFECTIVENESS OF 1:1 IPADS 14

dropping concern for academic standards (Collins, 2006). As a result, the common view remains

that it is difficult to engage sixth grade students in the learning experience. However, students at

this age are desiring an increase in the role they play in the classroom. 21st century adolescents

seek to provide input in the daily operations of their classes (Collins, 2006). Sixth grade students

desire classes that engage them in collaborative, hands-on, and technology-infused activities in a

pedagogically sound environment (Bloemsma, 2013).

Gone are the days of pure lectures and note taking, as one would find in the traditional

classroom environment. The 21st century demands that teachers act as the facilitator in the

classroom, guiding students "by asking questions, exploring options, suggesting alternatives, and

encouraging students" throughout their journey in the content areas (Mandracchia, 2015, p. 31-

32). With the teacher fulfilling these duties in the facilitator role, the support of 21st century

technologies further enhances teaching and learning by allowing students to engage in

collaboration, communication, creativity, and critical thinking. Equipping students with 1:1

devices will allow them to have deeper conceptual involvement and future-ready skill building

with the content areas at their fingertips.

With the knowledge of how to best incorporate 1:1 technologies such as the iPad in the

sixth grade classroom, the learning experience can be made seamless and comfortable for

students. This will encourage their engagement with content topics, including those that tend to

be difficult to understand and interact with for students at this age. With clear objectives and

expectations relayed to students from the start of the lesson, students can be increasingly

engaged in learning experiences supported by the use of 1:1 iPads, compared to the traditional

learning environment (Schuetz, 2016). It all starts with utilizing appropriate pedagogical

approaches and understanding best practices for iPad integration.

THE EFFECTIVENESS OF 1:1 IPADS 15

Method

Hypothesis

The purpose of this action research study is to investigate how current 1:1 iPad use is

impacting sixth grade student engagement in the brick-and-mortar classrooms of Pottsgrove

Middle School. This study will seek to identify how teachers and students are currently making

use of the 1:1 iPad program in an effort to improve and enhance the learning process. This study

will also seek to identify barriers to improving student engagement with the 1:1 iPad program

and actions that can be made to eliminate these barriers. As a result of investigating successes

and barriers with improving student engagement levels through the 1:1 iPad program, this study

will reveal best practices currently being utilized by the sixth grade teaching faculty to improve

student engagement levels through the 1:1 iPad program, which will be utilized as shared

knowledge to assist teachers during professional development activities. This study will also

uncover how student engagement levels have improved with the implementation of 1:1 iPads,

compared to teaching environments that continue to utilize traditional instruction, an

environment lacking the implementation of a 1:1 technology program.

The researcher hypothesizes that sixth grade students who are instructed in a brick-and-

mortar environment using 1:1 iPads are more engaged in the classroom than sixth grade students

who are instructed without a 1:1 technology program in place. The researcher believes successes

in improving levels of student engagement through the 1:1 iPad program may be credited to

teachers utilizing professional development on best practices and students who maintain a great

desire to work hands-on with interactive technologies. Additionally, barriers may include

teachers rejecting technology use and students’ discouragement to work on task with

technologies due to inadequate training and knowledge. The researcher further asserts that
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students are more engaged in the learning process when utilizing 1:1 iPads, compared to

traditional instruction, due to skill-building activities that are more relatable and directly

applicable to their futures, such as those related to the areas of critical thinking, communication,

collaboration, and creativity.

Research Participants

The research participants for this study are sixth grade students (about 50 students) in the

brick-and-mortar, public school environment of Pottsgrove Middle School. These students range

from ages 11 to 12. The research participants for this study also include the entire sixth grade

faculty (about 10 teachers) at Pottsgrove Middle School with varying years of teaching

experience. Students will be evenly selected as best as possible from various socioeconomic and

ethnic statuses.

Instruments

An achievement test will be distributed to assess faculty and student knowledge and

understanding of utilizing iPad devices and accompanying applications in everyday and

educational settings.

Attitude scales will be utilized to assess what faculty and students believe, perceive, and

feel about utilizing 1:1 iPads to assist the learning processes conducted in their brick-and-mortar

classrooms. This includes student attitudes regarding levels of engagement when utilizing the

iPad in various ways to learn across the content areas. Attitude scales will also reveal faculty and

student beliefs, perceptions, and feelings regarding technology use in general.

A Likert scale will be used to assess faculty and student attitudes and beliefs regarding

change in the teaching and learning climate of the classroom and school since the introduction of

the 1:1 iPad program, effectiveness of the 1:1 iPad program in improving student engagement,
THE EFFECTIVENESS OF 1:1 IPADS 17

and accessibility to iPad applications and support. Faculty attitudes and beliefs will also be

assessed regarding professional development related to iPad integration and iPad/technology use

in general, while student attitudes and beliefs will be assessed regarding general training and

enrichment opportunities related to iPad/technology use.

A semantic differential scale will be distributed to assess faculty and student attitudes

regarding iPad use, supporting technology devices, iPad applications, the teaching and learning

climate, and iPad/technology support. Faculty will also be assessed on professional development,

while students will be assessed on general training and enrichment opportunities related to

iPad/technology use.

A rating scale will be utilized to measure how faculty and students rank their

performance when utilizing the iPad and various applications and technologies across the content

areas during various types of activities. Student questions about performance will be related to

their abilities and engagement levels. Faculty questions about performance will be related to their

abilities, self-engagement levels, and observed engagement levels within their students.

A questionnaire will be distributed for faculty and students to provide brief narratives

regarding the teaching and learning climate of the classroom and school since the introduction of

the 1:1 iPad program, effectiveness of the 1:1 iPad program in improving student engagement,

accessibility to iPad applications and support, and professional development for teachers and

general training and enrichment opportunities for students related to iPad/technology use. This

will allow faculty and students the opportunity to be more open and further express their beliefs,

perceptions, and feelings regarding various areas related to or affected by the 1:1 iPad program.
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Interviews will be conducted with faculty and students to obtain feedback regarding

beliefs, perceptions, feelings, and experiences related to the 1:1 iPad program and the shift from

traditional instruction over the years in K-12 brick-and-mortar education.

Design

This action research study is designed to provide relevant information directly applicable

to Pottsgrove Middle School to improve 1:1 iPad integration methods. Elements of qualitative

and quantitative research will be implemented.

Procedure

1. The researcher will conduct a meeting with the administration and sixth grade teachers of

Pottsgrove Middle School to introduce the research plan and present the topic statement

and purpose for investigating the 1:1 iPad. Relevant literature related to 1:1 iPad

programs, the shift from traditional to technology-infused instruction, and adolescence

will be shared.

2. A presentation in the auditorium will be conducted with the additional research

participants (the selected students). They will be informed of their selection and

requested to complete the necessary parent/guardian permission form to participate, to be

returned within five school days upon distribution. Students will be awarded academic

credit hours for their participation in the study. Student questions and concerns will be

addressed.

3. Parents/guardians of the student research participants will be invited to attend an optional

informational meeting on the third school day (upon distribution of the permission form).

Parent/guardian questions and concerns will be addressed. Parents/guardians unable to

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attend the meeting are invited to contact the researcher via phone or email with any

questions or concerns.

4. Faculty and student research participants with completed permission forms will be

invited to attend a series of meetings. Participants will be asked to participate in the

various instruments during each meeting, which will occur in the conference room

located in the office. The instruments will be distributed in this order: Achievement test,

Likert scale, semantic differential scale, rating scale, questionnaire, and personal

interview. The research will be conducted over a three-to-four-week period.

5. The researcher will collect, organize, and analyze the information and data gathered from

the various instruments.

6. The researcher will compile a report discussing the research findings.

7. The research report will be presented in a meeting with administration and faculty

research participants. Administration and faculty will discuss next steps in the successful

integration of the 1:1 iPad program to engage students in effective 21st century learning.

8. The research report will also be presented and discussed in a separate meeting in the

auditorium with student research participants. Upon conclusion of student reactions and

responses, administration and faculty will join in to extend the discussion of next steps.

Data Collection Method and Analysis

Research data will be collected first through an achievement test, followed by a series of

affective tests. The achievement test will first be administered to faculty and students regarding

their current knowledge and understanding of utilizing iPad devices and various iPad

applications in everyday and educational settings. This will enable the researcher to collect

information only related to their achievement with iPad devices and applications. Achievement-
THE EFFECTIVENESS OF 1:1 IPADS 20

related responses will enable the researcher to identify starting strengths and barriers to

increasing student engagement levels with the support of the 1:1 iPad program.

Affective elements to be measured will be accomplished through multiple attitude scales.

These scales include the Likert scale, semantic differential scale, and rating scale. These

affective tests will be conducted to measure affective characteristics such as interest and beliefs.

In addition to the cognitive test and affective tests, a questionnaire and interviews will be

conducted. These instruments will collect further data based on faculty and student beliefs,

perceptions, feelings, and experiences related to the various areas of iPad/technology use. The

topics will be related to the 1:1 iPad program and the shift from traditional instruction over the

years in K-12 brick-and-mortar education.

Achievement Test

An achievement test will be distributed to faculty and students via Google Forms. By

utilizing the Google Forms platform, the researcher will be able to obtain results quickly through

generated reports that can be examined in multiple ways using available technology tools. The

achievement test will include a series of multiple choice, true and false, and matching questions.

The participants will be assessed based on their knowledge and understanding of utilizing iPad

devices and accompanying applications in everyday and educational settings. The researcher will

be able to analyze this collected data and examine the patterns within the results related to these

areas.

Likert Scale

A Likert scale will be distributed to faculty and students via Google Forms. Continuing

use of the Google Forms will reduce potential for factors, such as anxieties from participants

regarding the method of data collection, which may affect results. The Likert scale will include a
THE EFFECTIVENESS OF 1:1 IPADS 21

series of statements regarding change in the teaching and learning climate of the classroom and

school since the introduction of the 1:1 iPad program, effectiveness of the 1:1 iPad program in

improving student engagement, and accessibility to iPad applications and support. This affective

test will gather faculty and student attitudes and beliefs by asking participants to indicate whether

they strongly agree, agree, are undecided, disagree, or strongly disagree with the various

statements. Faculty attitudes and beliefs will also be assessed regarding professional

development related to iPad integration and iPad/technology use in general, while student

attitudes and beliefs will be assessed regarding general training and enrichment opportunities

related to iPad/technology use. The researcher will be able to analyze the collected data,

examining patterns and drawing conclusions related to the areas covered.

Semantic Differential Scale

A semantic differential scale will be distributed to faculty and students via Google Forms.

Participants will indicate their attitudes towards various problems and topics by selecting a value

on a continuum, which will range from items such as necessary-to-unnecessary and better-to-

worse. The problems and topics covered will be related to iPad use, supporting technology

devices, iPad applications, the teaching and learning climate, and iPad/technology support.

Faculty will also indicate attitudes towards professional development, while students will

indicate attitudes towards general training and enrichment opportunities related to

iPad/technology use. The researcher will be able to analyze the collected data and examine

patterns in attitudes across the presented problems and topics.

Rating Scale

A rating scale will be distributed to faculty and students via Google Forms. Participants

will rank their performance when utilizing the iPad and various applications and technologies
THE EFFECTIVENESS OF 1:1 IPADS 22

across the content areas during various types of activities. Students will also rank their

performance regarding their abilities and engagement levels. Conversely, faculty will rank their

performance regarding their abilities, self-engagement levels, as well as observed engagement

levels within their students. The researcher will be able to analyze the collected data in order,

identifying perceptions and examining patterns in attitudes regarding their selves, others,

institution, and various activities and situations.

Questionnaire

A questionnaire will be distributed to faculty and students via Google Forms. The

questionnaire will allow participants the opportunity to provide brief narrative responses

regarding the teaching and learning climate of the classroom and school since the introduction of

the 1:1 iPad program, effectiveness of the 1:1 iPad program in improving student engagement,

accessibility to iPad applications and support, and professional development for teachers and

general training and enrichment opportunities for students related to iPad/technology use. This

will allow faculty and students the opportunity to be more open and further express their beliefs,

perceptions, and feelings regarding various areas related to or affected by the 1:1 iPad program.

The researcher will carefully collect and analyze the data for patterns in beliefs, perceptions,

feelings, and experiences regarding the presented problems and topics.

Interviews

Interviews will be conducted with faculty and students. The responses provided from

participants will be collected through audio recordings and typed notes produced by the

researcher. Interviews will allow participants to provide further expressive feedback regarding

beliefs, perceptions, feelings, and experiences related to the 1:1 iPad program and the shift from

traditional instruction over the years in K-12 brick-and-mortar education. The researcher will be
THE EFFECTIVENESS OF 1:1 IPADS 23

able to analyze the collected data from interview transcripts and further identify perceptions and

examine patterns in beliefs, perceptions, feelings, and experiences regarding the presented

problems and topics.

THE EFFECTIVENESS OF 1:1 IPADS 24

Time Schedule

Date Task

August 2018  Introduce research plan to administration and faculty

 Select student participants

 Introduce research plan to selected students

 Distribute parent/guardian permission forms

September 2018  Collect completed parent/guardian permission forms

 Discuss research plan with inquiring parents/guardians of selected

student participants as needed

 Prepare materials for study to be executed

 Execute study (achievement test, Likert scale, semantic differential

scale, rating scale, questionnaire, interviews)

October 2018  Complete executed study

 Compile/organize data

 Analyze data

November 2018  Write report

 Edit and revise report

 Finalize report

December 2018  Share findings with administration and participants

 Determine next steps

THE EFFECTIVENESS OF 1:1 IPADS 25

Budget

Resources and supplies required for this study are primarily provided by the school district.

Additional supplies may not be necessary for purchase, pending confirmation of previously

purchased supplies and the annual classroom supply budget.

Resource Cost

Apple iPads Supplied by the district

iPad applications (including Supplied by the district

Google Apps and audio recording

tools)

Printer/scanner/copier Supplied by the district

Paper Supplied by the district, or approximately $30.00 for a

case of five reams

Office supplies (such as pencils Supplied by the district, or not to exceed $50.00

or binders)

TOTAL Approximately $80.00

References

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Boyce, C., Mishra, C., Halverson, K., & Thomas, A. (2014). Getting students outside: Using
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