The purpose of this mixed methods study was to assess the perceptions of classroom teachers, administrators and professional support staff in one Midwest school district regarding the usefulness and effectiveness of the iPad device as an instructional and support tool within the classroom. The need to address classroom teacher, administrator and professional support staff perceptions was crucial as the researched school district approved the move to one-to-one student iPad implementation. Quantitative and qualitative data were collected from three role-specific online surveys containing Likert scale and open-ended questions. Qualitative data were collected during face-to-face interviews.
The quantitative data suggested classroom teachers did not perceive the positive effects of the iPad on classroom instruction while professional support staff did perceive the positive effects of the iPad to support classroom instruction. Overlapping themes emerged from the qualitative data sources and the most prominent themes noted: iPad as a job specific tool; iPad as a student tool; and professional development in learning how to utilize the iPad in an educational setting. Additional outlier theme responses included: time, specifically the lack of time in general and the need for time to use the device, and 21st century skills, specifically the absence of responses connecting the iPad to 21st century skills. The researcher presented results from the iPad pilot exit survey secondary data from the study school district. Due to the rapid evolution of technology the need to assess perceptions in an educational setting will continue. The results of this study add to the growing amount of research on mobile technology and educators' perceptions regarding technology implementation.
|Commitee:||Weir, Graham, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 75/04(E), Dissertation Abstracts International|
|Keywords:||Administrators, Classroom teachers, Classroom technology, Professional staff, iPads|
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