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Few studies have provided preservice teachers with opportunities to use iPads in authentic settings with students even though this may be the most important of all experiences (Rhodes, 2013). Over the course of two semesters, this study examines 142 preservice teachers’ perceptions of using iPads to consume or produce using technology. The study is situated in a not for profit afterschool tutoring program serving Kindergarten through third grade students.
Krista Ruggles, University of Florida
Kara Dawson, University of Florida
Kristan Kolb-Ellison, University of Florida