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Improving Student Achievement through 1:1 Implementation of iPads in Schools

Fr. Mark Cyza (Lourdes Central Catholic School) and Yulia Evans (Lincoln East High School)

KEY ELEMENTS

Technical support •  Predict level of technical support needed for the whole school •  Consider support needs for buildings, classrooms, faculty,

and students Policies for use

•  Develop school use policy for staff and students •  Create a policy for lost, stolen, or broken devices •  Decide how to keep students safe and accountable while

using devices Professional Development

•  Select smaller group of teachers for initial training •  Provide training for all faculty •  Review curriculum to discover how technology can be

integrated •  Meet in small groups to work on common activities •  Schedule teachers to visit other schools that have successful

implementation of devices •  Develop observation rubric for faculty evaluation •  During staff meeting elicit feedback and discuss

implementation Communication

•  Inform various stakeholders of the program goals and expectations

•  Update school plan as needed •  Celebrate successes

Evaluation •  Identify measurements for success •  Collect and analyze data regularly •  Make adjustments based on data analysis

ACTION PLAN

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How can we improve student achievement

through a 1:1 implementation of iPads?

Many school districts are moving toward implementing 1:1 programs of technology. Studies show that student achievement can be improved through the effective implementation of iPad technology. The keys to this effective implementation are the level of professional development for instructors, software that supports student learning and engagement, and integration of the technology into the curriculum. Therefore, school leaders need to have a comprehensive plan to ensure that instructors are adequately prepared for the use of iPads in their classrooms.

Continuous School Improvement The principal leads a continuous school improvement process that results in improved student performance and school effectiveness.

TIMELINE & RESPONSIBILITIES

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Student Achievement

Staff Development

Integration of

Technology into

Curriculum

Software that

Supports Student Learning

Since the use of mobile technology in classrooms is a relatively new area for research, conclusive data on the relationship between 1:1 technology implementations and student achievement is not available. Some data (Carr, 2012) shows no gains in student achievement through 1:1 technology implementations. However, the researcher of this study did note that more investigation was necessary (Carr, 2012, p. 280).

On the other hand, other studies do show statistically significant gains in achievement and engagement through the use of iPads embedded into the curriculum. The importance of engagement is stated in a study by Chase, Hilliard, Geldhof, Warren, and Lerner (2014) that links achievement and student engagement. This is significant to iPad implementation because, the study of Haydon et al. (2012) concluded that students with emotional disturbances were more engaged in learning through the use of iPads. This finding was also supported by the research of Draper Rodríguez, Strnadova, and Cumming (2014).

Therefore, in order for 1:1 iPad implementation to be successful, Hu (2012) identified three key areas that could potentially lead to greater student engagement and ultimately greater student achievement. These areas are staff development, software that supports student learning, and integration of technology into the curriculum.

LITERATURE REVIEW

PROJECT OVERVIEW NDE: STANDARD 2

Time

Action Person Responsible

June- August

•  Developing policies for usage and insurance,

•  Distributing devices to faculty •  Meeting with parents/faculty and

students about implementation, goals and expectations

•  Meeting as a faculty and in small groups to discuss

Principal Technical Support Faculty Parents

August

•  Developing schedule for teachers’ visitation of other schools

•  Setting up goals for teachers

Principal, Faculty Students

September-December

•  Collecting and analyzing data •  Reviewing data during meetings

Principal, Faculty

January- March

•  Implementation of student devices •  Collecting and analyzing data •  Reviewing data during meetings

Principal, Faculty

April- May

•  Evaluating process •  Analyzing data •  Identifying next steps

Principal, Faculty

•  Technical costs for devices, accessories, apps, infrastructure •  Training costs for staff and students (including speakers,

printing, and other communication costs) •  Experienced presenters, who have successfully implemented

iPads for faculty presentations •  Substitute teachers to enable faculty to do observations and to

participate in small group development meetings •  Technical support for faculty and students during the school

year •  Funding for additional support materials that can be used in the

educational process

RESOURCES

Carr J. (2012). Does math achievement h’AAp’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11, 270-285 Chase P., Hilliard L., Geldhof G., Warren D., Lerner R. 2014). Academic Achievement in the high school years: the changing role of engagement. Youth Adolescence, 43, 884-896. Draper Rodriguez C., Strnadova I., Cumming T. (2014). Using iPads with students with disabilities: lessons learned from students, teachers, and parents. Intervention in School and Clinic, 49 (4), 244-250. Haydon T., Hawkins R., Denue H., Kimener L., McCoy D., Basham J. (2012). A comparison of iPads and worksheets on math skills of high school students with emotional disturbance. Behavioral Disorders, 37 (4), 232-243. Hu W. (2007, May 4). Seeing no progress. Some schools drop laptops. New York Times. Retrieved from http://www.nytimes.com/2007/05/04/education/04laptop.html? pagewanted=all&_r=0

REFERENCES