iPadagogy: an examination of teaching practices in a 1:1 initiative

Mouza, ChrystallaThe literature indicates that when mobile devices are implemented in conjunction with content and sound pedagogical strategies, they can support flexibility and student choice, personalized and differentiated instruction, twenty-first century skills, and improved student outcomes. Research has yet to explore iPad integration given unlimited one-to-one access. The purpose of this study is to describe the pedagogical practices of teachers in a one-to-one iPad initiative in a private school for boys in the Mid-Atlantic region. Specifically, three questions are guiding this work: (1) To what degree are iPads integrated into the teaching and learning processes at Saint Edmond’s Academy? (2) How did teachers integrate apps into their instruction, given long-term and unlimited access to iPads?, and (3) What are teachers’ beliefs with regard to the benefits and drawbacks of using mobile technology in the classroom? The study investigates how nine teachers in grades six through eight integrate the technology with their content and pedagogy. Each teacher participated in two rounds of data collection. Data were collected through written lesson plans, classroom observations and teacher interviews. Each piece of data collected assessed the teacher’s Technological Pedagogical Content Knowledge (TPACK). Lesson plans submitted by the nine teachers were developed using the TPACK lesson plan template. Rubrics based on this framework were used to score lesson plans, classroom observations, and interviews. Findings indicate that teachers in the one-to-one iPad Initiative understand how to plan for lessons that incorporate technology, content and pedagogy. The study also describes how teachers integrate more than eighteen different apps with the content and pedagogy of their lessons, develop students’ 21st century skills, and use apps to support student flexibility and choice in a lesson. This study also found that teachers believe integrating the iPads enables them to create lessons that provide flexibility and choice, to give students instant access to information, and to allow teachers to take on a different role in the lesson. This study provides valuable input that will serve as a resource when drawing further guidelines for continuing, improving or expanding iPad mobile learning initiatives.University of Delaware, School of EducationD.Ed