An investigation of the use of the iPad and textbooks on the achievement of students with special needs in algebra

Educational leaders and policy-makers assume that replacing the technological tools currently used in schools with new, portable ones will result in widespread usage of the device for educational purposes by students and teacher, and an increase in student achievement. This study examines these assumptions with twenty students taking an Algebra-2 course in a northern New Jersey charter school. The mixed methodology used in this study included classroom observations and assessments, surveys for both students and teachers, and interviews with parents through home visits. Findings show that iPad integration in an Algebra-2 class led to a slight increase in student achievement, as well as student participation and peer collaboration. However, interviews with parents and data from teacher surveys indicates that iPads can easily turn out to be a great distraction for students, if it does not happen along with instructional coherence and comprehensive changes in class. By highlighting a number of caveats with the effective implementation of iPads, and exploring the appropriate use of iPads in schools, the findings of this research shed light on avenues where educational leaders and policy-makers are charged with making the decision of whether to use iPads in classrooms in their districts as a valid educational tool of choice.

Name thesis:degree_name

M.A. Learning Disabilities

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Language, Literacy, and Special Education

Year dc:date.available

2013

Author dc:creator

• Kilic, Ahmet

Contributors dc:contributor

• Kuder, S Jay

• Tablet computers; Mathematics--Study and teaching
• Secondary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/297

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1296