The Effects of 1:1 iPad Use on the Academic Achievement among 7^th Grade Students in Science

Heather Sanderson

Eastern Connecticut State University

Chapter 1: Introduction of the project

Four years ago my middle school introduced their 1:1 initiative and gave all students an iPad which was their own personal device that they would be able to use in school, at home, and even throughout the summer. According to a study by Front Row Education more than 50% of teachers report that their students have 1:1 device ratio and that number is steadily increasing (EdTechStaff, 2017). With so many schools using technology on regular basis it is time for teachers to assess how to best use these devices so that their students better understand the content taught to raise achievement levels and to also to prevent any negative aspects of technology from seeping into the classroom. Over the past year I have become particularly interested in how the iPad allows me to personalize the learning experience for my students. In the report A National Landscape Scan of Personalized Learning in K-12 Education in the United States iNACOL defines personalized learning as “tailoring learning for each student’s strengths, needs and interests...”(Gross, Tuchman, & Patrick, 2018). In my research I have mainly focused on tailoring to my students needs through personalized learning on the iPad by using student data provided through apps to shape what I teach. I also personalize learning through the iPad by using the different features such as text to speech, Google Classroom, and Apple Classroom to address specific needs of many of my 504 students, special needs students, and students who may have been absent from school. I intend to turn my attention to personalizing learning to cater to the strengths and interests of my students in the next phase of my research.

Research Questions

1. What effect does iPad use have on the general education student in learning science content?

2. Does personalized learning through the iPad allow for better access to the science curriculum and increased achievement for 504 and special education students?

Hypothesis

Through use of the iPad the student can receive a more personalized learning experience in science class which will lead to more engagement and higher test scores.

Educational Setting

I teach at a suburban middle school which consists of 7^th and 8^th grade and has a total of about 1000 students. This research was conducted in my middle school science class where I have 118 students. I teach a rigorous Chemistry and Earth Science curriculum that is fast paced. I have been teaching at this school for 7 years. For the last four years our school has had 1:1 iPads for the purpose of achieving a 21^st century learning environment. Our district expects us to use the iPad on a daily basis. The administrators have provided us with numerous professional developments on all aspects of the iPad and have encouraged us to share how we use the iPad in our classrooms with our colleagues. On the state level, Connecticut was the first to endorse the International Society for Technology in Education (ISTE) standards for students and educators (TeamISTE, 2017). These standards focus on how to best use technology by the student and the teacher to improve student learning. One aspect of the ISTE standards that I have studied and began to implement is the use of “technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs”(International Society for Technology in Education, 2019). I have found that through the data I collect from student work on the iPad and the special features the iPad provides I can better personalize the learning provided to my students to help them understand the science content which leads to higher achievement in science class.

Methodology of the Project

For the methodology of the project I have collected both qualitative and quantitative data. I conducted a survey in all of my classes in which a total of 108 students fully completed. In the survey I asked the following questions:

1. In which class was the iPad most helpful in learning content? Why?

2. Does Kahoot help you to review content? Why or why not?

3. Does Nearpod help you to review content? Why or why not?

4. Does Quizizz help you to review content? Why or why not?

5. Would you rather complete schoolwork on an iPad or paper? Why?

6. On a scale of 1 to 5 how important in iPad usage to learning content in school? 1 being least important and 5 is most important.

I also collected data throughout my recent plate tectonics unit. This unit is one where my students have struggled in past. I did a pre-test and post-test. I also conducted many formative assessments throughout the unit on different iPad apps where all the student’s scores were saved and downloaded. In addition I provided the students access to iPad practice games on Google Classroom for homework. These games saved the student’s scores as well as how many times they played the games.

Some other methods I have used to collect data are through observations I have made on student iPads using Apple Classroom. Apple Classroom is an app where the teacher has total control of the student’s iPads while they are in the classroom. I can see each one of the student’s screens, I can lock an iPad or the whole classes iPads if I need the student’s attention. I can also lock a student into a certain website so that they do not become distracted by other sites on their iPad.

Follow up Projects

While I have mainly studied how to personalize learning through use of the iPad to cater to student need, I would like to further my research into personalized learning based on student’s strengths and interests. For instance I use the data collected on formatives given through the iPad to shape what information I need to reteach to either the whole class or a specific student. If the class scores poorly I reteach to everyone. If the formative shows the whole class understands the content I move onto the next topic. If the data shows a student is struggling with specific content I address and help the student either during homeroom or after school. I would like to find a way to personalize learning to my advanced students by providing choice assignments that would advance their scientific knowledge when they may be prepared to move on before the rest of the class is ready.

References

EdTechStaff. (2017). More than 50 Percent of Teachers Report 1:1 Computing. Retrieved from https://edtechmagazine.com/k12/article/2017/02/more-50-percent-teachers-report-11- computing

Gross, B., Tuchman, S., & Patrick, S. (2018). A National Landscape Scan of Personalized Learning in K-12 Education in the United States. Retrieved from https://www.inacol.org/wp- content/uploads/2018/06/iNACOL_ANationalLandscapeScanOfPersonalizedLearning.pdf

International Society for Technology in Education(ISTE). (2019). ISTE Standards for Educators. Retrieved from https://www.iste.org/standards/for-educators

TeamISTE. (2017). Connecticut Becomes the First State to Endorse ISTE Standards. Retrieved from https://www.iste.org/explore/Press-Releases/Connecticut-Becomes-First-State-to- Endorse-ISTE-Standards