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Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

Gayle Y. Thieman
Copyright: © 2015 |Pages: 30
ISBN13: 9781466663831|ISBN10: 1466663839|EISBN13: 9781466663848
DOI: 10.4018/978-1-4666-6383-1.ch013
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MLA

Thieman, Gayle Y. "Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School." Exploring the Effectiveness of Online Education in K-12 Environments, edited by Tina L. Heafner, et al., IGI Global, 2015, pp. 250-279. https://doi.org/10.4018/978-1-4666-6383-1.ch013

APA

Thieman, G. Y. (2015). Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School. In T. Heafner, R. Hartshorne, & T. Petty (Eds.), Exploring the Effectiveness of Online Education in K-12 Environments (pp. 250-279). IGI Global. https://doi.org/10.4018/978-1-4666-6383-1.ch013

Chicago

Thieman, Gayle Y. "Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School." In Exploring the Effectiveness of Online Education in K-12 Environments, edited by Tina L. Heafner, Richard Hartshorne, and Teresa Petty, 250-279. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6383-1.ch013

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Abstract

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

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