iPad Integration: How Parents and Students Perceive its Effectiveness

Autor/inn/en	Eppard, Jenny; Williams, Cara; Hojeij, Zeina; Johnson, Jason D.
Titel	iPad Integration: How Parents and Students Perceive its Effectiveness
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 10 (2022) 2, S.372-390 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eppard, Jenny) ORCID (Williams, Cara) ORCID (Hojeij, Zeina) ORCID (Johnson, Jason D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Telecommunications; Handheld Devices; Educational Technology; Technology Integration; Student Motivation; Learner Engagement; Mathematics Instruction; Children; Early Adolescents; Foreign Countries; Parent Attitudes; Student Attitudes; Barriers; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; United Arab Emirates; India + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; Ausland; Elternverhalten; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Vereinigte Arabische Emirate; Indien
Abstract	This study examined the impact of iPad integration on student motivation, engagement, and learning skills in a mathematics program. Subjects included 143 students aged 8 to 14 years old and 63 parents in an Indian-based school in Dubai where the national curriculum required the use of tablets be integrated into school subjects starting at grade three. All subjects responded to questions about how iPads could support learning math and the kind of challenges students faced. Classes were technology-driven using individualized learning groups and a variety of computer apps. Around 80 percent of the students indicated they understood new concepts better, were able to solve difficult math problems, and expected themselves to score better on their tests. It was found that providing instant access to a wide array of applications, resources, hands-on activities, and instant feedback can engage students and help them remain on task, especially those with special educational needs. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01