iPads in the Classroom: Benefits and Challenges

Introduction

In schools today, there is a massive push to integrate technology throughout the educational process to enhance learning. The integration of technology has led to a major shift in K-12 teaching and learning process. While the iPad itself is relatively new technology (the first edition was released in 2010), interactive digital devices and applications have been around for decades (Harrison & Lee, 2018). While there are research studies which have shown inconclusive results of the impact of the use of iPads and other tablet devices in education (Falloon, 2015), a review of literature overwhelmingly stated that iPads have a positive impact on students’ engagements in learning (Hargis, Cavanaugh, Kamali & Soto, 2014). Administrators and policy makers are hoping that introducing iPads into their schools will increase student engagement and improve learning. Many educators they rave about the iPads versatility, interactivity, connectivity, mobility as well as the potential benefits of thousands of educational applications (apps) (Gupta & Koo, 2010; Falloon, 2015; Mango, 2015). The mobility of the iPad makes it an ideal classroom tool for the integration of technology into the classroom teaching. In a survey of over 2,000 teachers across the United States, 92% of teachers responded that digital technology is crucial to teaching and has an impact on learning (Brudno, 2013). There seems to be a lot of “hype” for this new learning tool. Most claim that the iPad allows for more student-driven work, more collaboration and an exciting, different way to learn (Hoffman, 2013). However, some educators maintain that instead of enhancing learning, iPads and other tablet devices are causing students to be distracted from work they should be doing (Miller, 2012; Hu, 2011).). Nonetheless, in this mixed atmosphere of anticipation and skepticism, the number of K-12 schools that have launched iPad pilot studies or/and adopted 1:1 iPad programs (where all students are given an iPad) is on the rise (Diemer, Fernandez & Streepey, 2012; Hu, 2011).

Currently there has been a surge on 1:1 iPad usage and implementation in many school districts across the nation (Riley, 2013) and is touted as a means to increase student engagement in the learning process. Recommendations from the Common Core standards (National Governors Association Center for Best Practice, 2010) and the International Society for Technology in Education (ISTE, 2015) standards call for the use of technology tools in the classroom instruction to support high order critical thinking and collaboration. Integration of diverse learning tools such as iPads in classroom teaching can help educators achieve this goal. When educators’ perceptions and attitudes are not examined, implementation of new technology initiative may fail (Hord & Roussin, 2013). By using the strategies developed by Hord & Hord (2006), it is possible to evaluate the degree to which teachers are using the new innovations in their classrooms. Such evaluations should result in additional support for the teachers to help them implement the innovation more effectively. This research examined teachers’ perceptions of the use of iPad in classroom, as well as the associated benefits and challenges. In this study, student engagement refers to “the extent to which [students] take part in educationally effective practices,” (Kuh, as cited in Axelson and Flick, 2011, p. 40) in the classroom. The teachers in the study reported that the iPads use had a positive impact on student learning and engagement. The teachers’ perspectives were based on improvements they noted in their students’ quality of work and their time on class task.