Creating Equal Educational Opportunities While Supporting Transformative iPad-Based Pedagogy in an Urban Middle School

• In Event: 58.079 - Tools for Professional Communication and Teaching

Abstract

This paper presents findings from the first year of a three-year case study exploring the incorporation of iPads into teaching and learning at an urban middle school. A university partnered with an under-served urban school to provide the technology and support the four participating teachers with professional development through a cross-district peer-mentoring model. Findings suggest the experience is transforming teaching practices and student learning. Discussed here are the teachers’ and students’ perceptions regarding iPad-based pedagogy, specific effects upon the teaching and learning, benefits and challenges of the peer-mentoring model, and evidence that the iPad-based pedagogy supported students’ learning in mathematics and science, especially amongst lower-performing students. Findings hold implications for school administrators and teachers, and their university partners.

Authors

• Carol A Smith, West Chester University of Pennsylvania

• Diane Santori, West Chester University of Pennsylvania