This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers’ Technological Pedagogical Content Knowledge (TPACK) scores to measure the successful integration of the iPads. Much research has been completed exploring the implementation of various technologies into the classroom. With the advent of the iPad in 2010, and Apple Inc.’s eagerness to include their product in the classroom, it was inevitable that mobile tablet technology would be added to the public school classroom. The researcher chose to study K-6 teachers at three elementary schools in the Coachella Valley Unified School District (CVUSD). The CVUSD implemented a 1:1 iPad integration program throughout in 2012, providing an iPad for every student at every grade level in the district. CVUSD was the first district in the United States to implement such a program. The K-6 teacher population was narrowed to teachers who teach age-appropriate literacy skills regularly in the classroom, removing Art, Music, Physical Education, and English Language Learner (ELL) instructors from the population. The repeatedly validated instrument, The Survey of Preservice Teachers' Knowledge of Teaching and Technology, was used to find the TPACK of the teachers in the final sample. This instrument has been repeatedly validated for both pre- and in-service teachers. The scores were analyzed using the Pearson’s ? correlation coefficient to discover whether or not there was a significant positive or negative correlation between the TPACK score and its subdomains and the amount of specialized professional development, the age, the gender, and the years of teaching experience of the teacher. Using the Spearman’s ? and the Two-Tailed test to cross-check the results, the researcher found no significant positive or negative correlation between the teachers’ TPACK scores and the studied variables. One research and one practical recommendation have been suggested by the researchers. A follow-up study using a school or district that has not instituted a 1:1 iPad program wherein the research team would implement a program and follow the progress of the program for 1 to 3 years and improving professional development programs to include detailed and immersive modules for integrating technology into the classroom and into the lessons.
|School Location:||United States -- California|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Reading instruction, Educational technology|
|Keywords:||Elementary reading, Literacy education, Literacy instruction, Mobile technology, Tablets, iPad|
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