Implementation and Outcomes of iPad-Supported Learning Across Diverse High-Poverty Schooling Contexts

• In Event: Supporting Meaningful New Learning Opportunities Through Technology in High-Poverty Schooling Contexts

Abstract

This paper describes a rigorous mixed-methods study of an ambitious program to transform learning opportunities for students in America’s most underserved communities. Launched in 2014, the Apple and ConnectED initiative supports 114 participating schools across the country, ranging from pre-K to secondary and each serving a high majority (96% or greater) of students receiving free and reduced-price lunch. In addition to an iPad for every student and technology for every teacher, a comprehensive suite of support includes upgraded infrastructure; ongoing and tailored professional support for school leaders, teachers, and IT staff; and other components that research has shown to be key to lasting school improvement. As such, the program offers an unparalleled testbed to study technology-supported change across a wide variety of high-poverty settings.

The research described in this paper is drawn from an ongoing 6-year study, conducted by a leading independent research organization, about ConnectED implementation and outcomes. Data presented here are from case studies (12 schools), surveys of teachers and principals (101 schools) and of students (13 schools), and collections of sample lessons and student work for rubric-based investigation of deeper learning opportunities. The project’s conceptual framework grounds the research in important literatures of school reform (e.g. school leadership (Waters, Marzano, and McNulty, 2003; Spillane, Halverson, & Diamond, 2001); professional development (Desimone, 2009); culturally-relevant outreach to families (Epstein & Sheldon, 2002)).

This study is situated in a diverse set of community settings that range from the inner city to native American communities to migrant populations on the Mexican border. We will describe several specific examples of these schooling contexts, and ways in which local opportunities and challenges (including cultural richness and community connections, existential achievement mandates, and student housing insecurity, among other present issues) shape school leaders’ roles, educators’ adoption trajectories, and the specific character of needed support.

Based on data from case studies, surveys, and samples of lessons and student work, we will describe notable characteristics of learning environments after approximately three years of implementation. While changes to teaching and learning were by no means uniform across this varied set of schools, data suggest that the learning environments facilitated by the iPads often featured reliable, on-demand access to information for all students; a variety of creative opportunities for students to demonstrate what they have learned; new classroom dynamics that encourage students to participate actively and visibly and to take more responsibility for their own learning; and other important hallmarks of a classroom more conducive of meaningful engagement. Discussion will be rooted in the opportunities that these types of learning environment changes, as well as the deeper learning activities that are seen in some of the schools, bring for language learners, students in remote communities, and other specific groups served in these diverse settings.

This paper intends to shed light on the diversity of opportunities and needs across high-poverty schools, and the importance of programmatic support that is sustained, tailored, and adaptable to real-world trajectories of change.

Authors

• Linda F. Shear, SRI International

• Andrea D. Beesley, SRI International