Date Approved
7-10-2013
Embargo Period
3-3-2020
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Language, Literacy, and Special Education
College
College of Education
Advisor
Kuder, S Jay
Subject(s)
Tablet computers; Mathematics--Study and teaching
Disciplines
Secondary Education and Teaching
Abstract
Educational leaders and policy-makers assume that replacing the technological tools currently used in schools with new, portable ones will result in widespread usage of the device for educational purposes by students and teacher, and an increase in student achievement. This study examines these assumptions with twenty students taking an Algebra-2 course in a northern New Jersey charter school. The mixed methodology used in this study included classroom observations and assessments, surveys for both students and teachers, and interviews with parents through home visits. Findings show that iPad integration in an Algebra-2 class led to a slight increase in student achievement, as well as student participation and peer collaboration. However, interviews with parents and data from teacher surveys indicates that iPads can easily turn out to be a great distraction for students, if it does not happen along with instructional coherence and comprehensive changes in class. By highlighting a number of caveats with the effective implementation of iPads, and exploring the appropriate use of iPads in schools, the findings of this research shed light on avenues where educational leaders and policy-makers are charged with making the decision of whether to use iPads in classrooms in their districts as a valid educational tool of choice.
Recommended Citation
Kilic, Ahmet, "An investigation of the use of the iPad and textbooks on the achievement of students with special needs in algebra" (2013). Theses and Dissertations. 297.
https://rdw.rowan.edu/etd/297
