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Students' Perceptions of On-Task Behavior and Classroom Engagement in a 1:1 iPad School http://libproxy.umflint.

edu:3030/docview/1437952631 Hoffman, A. A. (2013). Students' perceptions of on-task behavior and classroom engagement in a 1:1 iPad school. English Leadership Quarterly, 36(2), 9-18. Retrieved from http://search.proquest.com/docview/1437952631?accountid=14584 Keywords: iPad Perception Specific Education Outcomes Achievement Distractibility Digital Learning Quotations: (single space) “Generally, student and faculty attitudes toward the use of iPads in the academic environment have been found to be positive” (Hoffman, 2013, p. 10). “When analyzed, all off-task programs except Twitter had higher usage when students used laptops than when they used iPads” (Hoffman, 2013, p. 10). Taken together, these comments seemed to suggest that students longed for a balance between electronic and paper options for completing their work(Hoffman, 2013, p. 15). “Not surprisingly, students reported overall that their level of on-task behavior were related to task type, subject and teacher’s skill and classroom management style” (Hoffman, 2013, p.16 ). Summary: (1/2 page-1 page) (single space) The purpose of the article is to provide research on the recent trend of using iPads in education. According to the article, many school districts nationwide have iPad initiatives to get school wide, or district wide iPad integration without any real evidence to prove that they work. The author continues by explaining student and teacher interest in iPads and reports that, while students are interested in using iPads, there is conflicting reports as to whether they provide more functionality or less functionality than a standard laptop(Hoffman, 2013, p. 10). Furthermore, there is conflicting reports that students use the iPad for more nonacademic uses than standard laptops. The bulk of the article focuses on a case study in which some of her students were issued with iPads for an entire school year. The study focused on several questions including: students’ perception, paper versus electronic learning, distractibility, effect on impetus to learn and cheat and relationship of content and teaching style. Much of the results came back mixed. Several students loved some elements of the iPads, including ease of access to the internet and interactive texts, while others saw their grades suffer, and hated how the technology was unreliable(Hoffman, 2013, p. 15). Additionally, many students felt that it was still up to the teacher to provide an engaging and interesting lesson. The article concludes with the reminder that technology in education and iPad instruction are being implemented all over the nation, and teachers should be mindful of this study to better prepare themselves for the benefits and drawbacks of iPad instruction.