Introducing iPads into primary mathematics pedagogies : an exploration of two teachers' experiences

Many primary schools in Australia are investing substantial funds introducing mobile technologies such as iPads to enhance teaching and learning. However, when new technologies are first introduced, teachers are often expected to integrate them into their practices without the support of appropriate professional development. This paper reports on a recent qualitative multiple case study that explored the pedagogical practices implemented by four primary teachers during the first six months of iPad use. Results of the study highlighted that although the iPads do have the potential to enhance teaching and learning of primary mathematics, appropriate professional development that addresses all aspects of technological and pedagogical content knowledge is required to ensure successful integration of new technologies into current teaching practices