Technology Use in Rural Schools: A Study of a Rural High School Trying to Use iPads in the Classroom

Autor/in	Kalonde, Gilbert
Titel	Technology Use in Rural Schools: A Study of a Rural High School Trying to Use iPads in the Classroom
Quelle	In: Rural Educator, 38 (2017) 3, S.27-38 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Technology Uses in Education; Rural Schools; High Schools; Telecommunications; Handheld Devices; Case Studies; High School Teachers; High School Students; Grade 9; Grade 10; Grade 11; Grade 12; Rural Youth; Barriers; Technology Integration; Educational Technology; Correlation; Influence of Technology; Oregon + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Telekommunikationstechnik; Case study; Fallstudie; Case Study; High schools; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Youth; Jugend; Jugendlicher; Unterrichtsmedien; Korrelation
Abstract	The purpose of this case study was to explore how rural high school teachers and students, grades 9-12 use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms. The most common barriers identified by teachers were student and teacher attitude and preference. The low frequency of iPad use seemed to relate to the lack of learning activities involving creativity and collaboration. (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01