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Technology Integration in Majority-Minority K–12 Environments

Tue, April 9, 8:00 to 10:00am, Metro Toronto Convention Centre, Floor: 200 Level, Room 203C

Abstract

Purpose: This study investigates an iPad initiative in a majority-minority school district, with the goal of creating an environment that motivates students to be engaged in their work, with the aim of increasing students’ achievement.

Framework: According to Hew & Brush (2006), when implementing technology as an instructional tool, there are six barriers that affect student learning as seen in the inner circle of the conceptual framework (Figure 1). The district introduced several strategies to overcome these barriers as listed in the outer circle of the framework. The district also offered 151 hours of professional development to teachers to help build knowledge and skills.

Method: This study utilized a quantitative descriptive statistics design. Descriptive statistics uses data analysis techniques that produce meaningful pieces of data with a small number of indices (Gay, Mills, & Airasian, 2006). In essence, quantitative research allowed the researcher to objectively measure and analyze data. In addition, this quantitative research design was conducted using the action research framework to create new understanding relative to the use of iPads in an educational environment.

Data Sources: The researcher analyzed teacher and student surveys, as well as the LoTi survey administered to teachers. The researcher analyzed the students and teacher surveys, as well as compared the teacher’s answers to the LoTi survey in a 1:1 setting verses those who taught in non-1: 1 environment. The research also examined teachers who taught math, science, technology, and engineering. The initial rollout included four middle schools. Three years later the district expanded the initiative to include two elementary schools, one academy, and an additional middle school.

Results: The research showed a statistically significant difference between the teachers who participated in the iPad initiative and those who didn’t. The t-tests showed that the means of the teacher and students hover around three for activities that impact student engagement and well as collaboration, communication, and research. Students and teachers agree, they have used the iPad to solve real world problems, supplement the curriculum and reinforce instruction, investigate problems, take a position, make a decision, seek a solution, model ethical and effective use, spark creativity, collaborate, communicate and research all are skills needed to be successful in the 21st century (Partnership for 21st Century Skills, 2011). The data also showed that there was an increase in student engaged because of the initiative.

Significance: Teachers who participated in the 1:1initiative had higher LoTi scores, indicating an impact on the instruction. The difference seen in the instruction of a 1:1 teacher could be due to the professional development the teachers received, which focused on using the iPad as an instructional tool. The professional development included hands-on workshops on how to use the device and professional learning communities that focused on the pedagogy shifts. The data also showed that the 1:1 teachers were consistently at the 1% level of statistical significance, with the exception of TCU (statistically significant at the 5% level), which shows that familiarity with using and teaching with the device makes a difference (Table 1).

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