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Planning for and Managing iPads in a PreK-4th Grade Independent, Co-Educational Elementary School
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Author(s): Natalie B. Milman (George Washington University, USA), Angela Carlson-Bancroft (George Washington University, USA)and Amy E. Vanden Boogart (George Washington University, USA)
Copyright: 2015
Pages: 19
Source title:
Tablets in K-12 Education: Integrated Experiences and Implications
Source Author(s)/Editor(s): Heejung An (William Paterson University, USA), Sandra Alon (William Paterson University, USA)and David Fuentes (William Paterson University, USA)
DOI: 10.4018/978-1-4666-6300-8.ch011
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Abstract
This chapter chronicles the planning and classroom management practices of the first-year implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, PreK-4th grade elementary school in the United States that was examined through a mixed methods QUAL ? QUAN case study. Findings demonstrate that the school's administrators and teachers engaged in pre-planning activities prior to the implementation of the iPad initiative, teachers viewed the iPads as tools in the planning process (iPads were not perceived as the content or subject to be taught/learned), and teachers flexibly employed different classroom management techniques and rules as they learned to integrate iPads in their classrooms. Additionally, the findings reveal the need for continuous formal and informal professional development that offers teachers multiple and varied opportunities to share their planning and classroom management practices, build their confidence and expertise in effective integration of iPads, and learn with and from one another.
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