ARE WE SERIOUSLY GOING 1:1 THIS YEAR? A CASE STUDY OF TEACHER PERCEPTIONS IN THE FIRST YEAR OF AN ELEMENTARY 1:1 IPAD ADOPTIONDenise Frazier, Ph.D.Staci Trekles, Ph.D.Purdue University NorthwestSchool of Education and Counseling

Our Method• Mixed-methods case study – exploratory with triangulation of data from several sources

• TPACK theory• Survey – Likert items and one short response item • Focus group volunteers – 2 teachers per grade level, random selection

• Focus groups – separate groups for K-2 and 3-5• Both survey and focus groups conducted at beginning, middle, and end of 2015-2016 school year to compare responses over time

The Setting• Small suburban-rural elementary

school• Approximately 600 students,

balanced calendar• 26 teachers K-5• Relatively affluent community, limited

diversity• Why this school?

• Access to teachers and school• Recently started program (good timing)• 1:1 implemented in all grades, including

kindergarten

RESEARCH QUESTIONS• How do elementary teachers anticipate and actually use iPads in the

classroom over the course of the first year of 1:1 implementation? • What issues arise in elementary schools during year one of 1:1 iPad adoption?• What do elementary teachers perceive are the benefits and challenges of

using iPads in classrooms?• How do elementary teachers’ perceptions change throughout the first year of

1:1 iPad implementation?

Teacher Anticipation and Use of iPads Over Year 1  BOY

K, 1, 2BOY3, 4, 5

MOYK, 1, 2

MOY3, 4, 5

EOYK, 1, 2

EOY3, 4, 5

Language Arts 100% 100% 85% 91% 92% 73%

Phonics 100% 45% 85% 9% 92% 9%

Vocabulary 69% 91% 38% 64% 38% 73%

Word study 54% 73% 31% 54% 15% 64%

Comprehension 85% 100% 46% 82% 69% 54%

Writing 61% 64% 23% 45% 38% 45%

Math 100% 100% 85% 91% 92% 73%

Social Studies 69% 100% 38% 73% 54% 73%

Science 69% 100% 38% 54% 53% 73%

What We Discovered• Decision to go 1:1 came at the end

of the previous school year under a new superintendent (Apple iPad chosen as device, no LMS)

• Teachers had minimal time to prepare for the change, little PD provided

• Many teachers felt “rushed” into the new 1:1 environment, but anticipated using the iPads a great deal during the year

Teachers and Students using the iPads

Advantages

• Differentiation• Groups and centers• Access to more information more

easily• Multimedia and apps that help with

learning• Improved teacher confidence in

using iPads in the classroom

Disadvantages

• Lack of professional development• Classroom management problems• No district-wide digital citizenship

program• Technology not always working as

promised• High administrative expectations

put pressure on teachers

So what can we learn from all of this?• Don’t rush – gather all stakeholder input and go slowly when rolling out,

especially in elementary environments• Get parents involved to help with early digital citizenship skills development• Professional development should be timely, relevant, and frequent throughout

1:1 implementation, especially in the first year• Let teachers review and advise on which apps to use• Elevate teacher confidence with in-building tech support and coaching• View and use the iPad as a tool for learning• Find a balance between iPad time and other classroom activities

So what can we learn from all of this?

Questions• Contact us!

• Denise: frazierd@pnw.edu• Staci: atrekles@pnw.edu, @iceindiana• Slides available: http://slideshare.net/andella