Running Head: LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS

Learning with iPads: Building Meaningful Environments

An Exploratory Mixed Method Research Proposal
Steve Holmberg
71522999





ETEC 500
UBC
J. McCracken
April 15, 2013








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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS

Abstract
The proposed mixed method research study seeks to understand the strategies that
lead to the successfully integration of iPads into todays classrooms. This study will survey
teachers to nd out what their current comfort levels are with technology. After quantitative
data is collected and analyzed, teachers will participate in conversations with the researcher
and other teachers with the goal of obtaining a deep understanding of teachers beliefs about
iPad integration in classrooms. The proposed study will pull data from a survey, interviews,
discussions, and journals. The study will unfold at an elementary school in the West
Vancouver School District and will take place over an entire school year. Findings from this
study will guide future technology implementation and teacher professional development
opportunities within the district.
Introduction
Tablet based technology is a relatively new concept in the digital world. Since its
conception, Apple has consistently dominated the tablet market. The Apple iPad continues to
be at the forefront of innovative tablet technology by providing the user with new and intuitive
ways to interact in a digital environment. In recent years, education has embraced the iPad
and tablet based technology. Many in the education eld believe that tablets provide students
with an intuitive interface that enables quick access to content and creative ways to present
learning.
Problem
Using new and innovative technologies like iPads is exciting and some believe that
these devices may help propel education into the 21
st
Century. However, underneath the
buzz of excitement there are fundamental gaps in how schools are introducing tablets into
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
educational communities. School districts and educators need to ensure that tablet based
technology is integrated into classrooms in meaningful and effective ways by putting systems
in place to ensure that teachers are condent when using iPads with their students. As a
technology facilitator at our school, I have witnessed varying degrees of iPad use and some
teachers have been resistant to using iPads in their classrooms. Therefore, I plan to conduct
a qualitative research study to attempt to discover strategies that assist in the meaningful
integration of iPads in our classrooms.
Purpose
The purpose of this study is to determine what strategies facilitate the meaningful
integration of iPads in elementary classrooms. These ndings will inevitably help teachers
feel comfortable using iPads and lead to the development of meaningful professional
development and implementation initiatives.
Research Question

What strategies promote the meaningful integration of iPads in elementary

classrooms?
Guiding Questions

How knowledgeable and comfortable are teachers with using iPads?

Do teachers believe it is necessary to use iPads as a learning tool in elementary

classrooms?

Do teachers feel supported in their attempts to use iPads?

What technology implementation strategies are in place? Any? Who facilitates?

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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
Terminology
For the purposes of this proposed study the term technology will be dened as devices
developed from scientic knowledge and will include computers, laptops, smartphones,
tablets, iPads, and iPods. Tablet based technology will be dened as technology that relies on
intuitive touch commands and gestures for operation and will focus primarily on Apple iPads
and/or iPods
Literature Review
This portion of the proposal will briey review the relationship between teachers and
educational technology. The rst section will summarize literature that investigates
technology as it relates to teacher efcacy. Teacher efcacy is an important concept in
education because it speaks to teachers beliefs about their ability to effectively engage
students and bring about positive outcomes in classroom settings. The second section will
reference literature that seeks to understand management and implementation strategies that
need to be present in order to meaningfully integrate iPads into classrooms.
Building Teacher Efcacy
Teachers Perceptions
In the article Teachers Perceptions: Barriers and Supports to Using Technology in the
Classroom, researchers seek to understand the supports and barriers that teachers face
when charged with the task of technology integration in their classrooms (Wood et al., 2005).
The authors used quantitative and qualitative methods to gather data from participants. The
participants included 54 elementary and secondary teachers consisting of a balanced gender
mix. Participants attended one 60-minute session where they were asked to complete a
survey consisting of closed and open-ended questions. Next, focus group discussions were
carried out and data was collected from audio and videotape. The quantitative data
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
conrmed that most participants used computers at home and this resulted in a higher
comfort level with using computers at school. The quantitative data also conrmed that
location and access to computers presented a barrier to its use. The qualitative data spoke to
six main themes that uncovered a wide variety of barriers. Within these themes researchers
found that although teachers had experience with computers, they were not completely
comfortable with the technology. The researchers believe that rapid progress within the
technology eld may be an issue for teachers. Time is also believed to be a barrier for
teachers comfort with computers. Since technology advances so rapidly, teachers feel they
are in a state of being a perpetual novice and as a result, they value consistent external
support as a way to deal with the ever-changing face of classroom technology initiatives.
What Research Says
In the article What Research Says: Training Teachers for Using Technology, G.
Brand (1997) presents an extensive review of literature that provides examples of well-
structured professional development opportunities focused in educational technology. The
author speaks to themes, strategies, and ideologies that school districts and staff need to
employ in order to successfully integrate technology into classrooms. The literature review
addresses 10 areas that should be considered in order to successfully support teachers as
they attempted to learn how to use technology in their classes. The themes are: time,
consideration of diverse needs, exibility of Pro-D opportunities, provisional support,
collaborative development, remuneration and teacher recognition, sustained staff
development, linking technology to educational objectives, professional stimulation, and a
clear administrative message. Brand (1997) concludes that teachers must obtain the
condence and understanding to effectively integrate technology into their teaching and this
will only become a reality if they are provided with adequate technology training opportunities.
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
Analyzing Teacher Knowledge
In this quantitative research study Rohaan, Taconis & Joachems (2010) seek to
understand the relationship between three different domains of technology specic teacher
knowledge. The researchers hypothesize that their study will produce data that will inform
education how the interaction of teacher knowledge domains could help design meaningful
teacher training programs and enhance teacher condence in educational technology
practices. The authors used four different instruments each measuring a specic aspect and
domain of teacher knowledge, attitude, and self-efcacy. Participants were selected from a
pool of primary schools in the Netherlands where teachers and students from grade 3-6 were
asked to participate on a voluntary basis. The teacher sample consisted of 354 teachers
averaging 42 years old with an average of 17.6 years teaching experience. Based on their
ndings, the researchers conrmed that primary school teachers have a basic level of SMK
(subject matter knowledge) but an insufcient level of PCK (pedagogical content knowledge)
regarding technology education (Roohan et al., 2012). The authors believe that technology
education is a relatively new learning domain in the Netherlands and as a result, it lacks the
necessary structural framework to foster its successful integration into classrooms. The
knowledge gained in this study conrms that if teachers are effectively trained, and develop a
working knowledge of SMK and PCK regarding technology education, teachers self-efcacy
will develop and a resulting circle of positive reinforcement will lead to meaningful technology
education in elementary schools in the Netherlands.

Revisiting Teacher Adoption of Technology
Buckenmeyer (2008) presents a comprehensive review of literature to support her
claim that successful technology integration must rst begin with preparing teachers to use
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
technology. The author cites research that claims that there are no systems in place to
properly train and support teachers when faced with the challenge of using technology in their
classrooms. Coupled with this challenge, the literature conrms that teachers beliefs play an
integral role in how and if they use technology. Based on the literature, the author suggests
four key elements that can help teachers build condence and meaningfully incorporate
technology into their curriculum. Buckenmeyer (2008) states that teachers need to be
prepared to use technology in their classes but they also need time for technology to take
meaningful hold in their daily activities. The author points to well structured professional
development opportunities that consist of collaboration, small groups, and a self pace style. If
adequate time is invested in these activities, a positive relationship with technology will
develop (Buckenmeyer, 2008). In her conclusion, the author also insists that the most
important factor to meaningful technology integration is to investigate examples of successful
technology use. In order to alter and inuence teachers beliefs and pre-conceived notions
regarding technology, they need to have rst hand experience and witness real world
examples of what successful technology learning looks like in todays classrooms.
Successful Implementation
iPad Adoption & Use in a Primary School
The exploratory case study authored by Henderson and Yeow (2012) tells the story of
a primary schools journey during the implementation of iPads when they were rst introduced
in 2010. The authors reference literature that provide background in constructivist and
behaviorist theories in education and speak to these theories through three themes: mobility,
engagement, and collaboration. The authors collected data from three semi-structured
interviews with the schools ICT manager, a senior teacher/lesson co-coordinator, and another
teacher. Based on the interview data and discussions, the authors concluded that the
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
participants all agreed that the iPads size, lack of peripherals, ease of mobility, and
intuitiveness make it a useful educational tool (Henderson & Yeow, 2012). Perhaps the most
important nding during this study was the importance of structured iPad management and
facilitation strategies that need to be in place before curriculum based learning can begin.
The research ndings conclude that without well-designed implementation and roll out
strategies in place, the full potential of these innovative and intuitive devices can and will not
be realized.
Weve Go iPods, But Where Do We Start?
This action learning project investigates the planning process of two grade 4 teachers
as they prepare to introduce iPods into their mandated English curriculum. The researchers
argue that at the time of publication, there was no framework in place to assist teachers with
meaningful incorporation of technologies within elementary classrooms (Reid et al., 2006).
The participants in the study are two elementary school teachers employed in an urban
school district in Australia. Both teachers have similar teaching experience and a keen
interest in incorporating technology into their teaching pedagogy. The participants were given
iPods to play with prior to touch back sessions where the researchers then collected data
from observations during collaborative planning sessions and interviews with the participants.
While engaged in collaborative panning sessions, the participants developed a clear vision of
how they would implement and use the iPods in their English lessons and as a result they
were able to develop meaningful learning experiences using the iPods within the mandated
curriculum (Reid et al., 2006). The researchers conclude that because of collaboration and
planning before implementation, the participants were able to develop meaningful learning
experiences with the iPods that have the potential to support diverse learning in their
classrooms.
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
Lessons Learned From an iPad Project
In this study, Crichton, Pegler & White (2012) seek to understand the necessary
infrastructure required to support teachers as they toil with the opportunities and challenges
associated with using iDevices (iPads & iPods) in diverse learning environments. The
authors used a mixed method approach drawing data from surveys, professional
development sessions, lesson plans, student work, and classroom observations. The study
was carried out in a large urban Canadian school district where eight classes were chosen to
participate based on diversity of school population and willingness of teachers and
administrators to participate. Teachers were given iDevices prior to the start of the project in
order to play & learn so they would be comfortable with the devices when introduced into
classroom settings. The study found that elementary school participants were enthusiastically
engaged with the devices ability to perform a wide range of tasks at school but the high
school students only found the real value of the devices when they were able to personalize
them and take the iDevices home. An important discovery in the study is the need for well
thought out ICT implementation and management systems. The researchers believe that a
structured digital commons and an iTunes account are necessary and school districts and IT
teams need to re-think administrator rights to include teachers.

The Fast-Paced iPad Revolution
In her Colloquium, Peluso (2012) asks us to look beyond the hype and excitement of
new mobile technologies such as the iPad and consider the educational ramications of these
devices. The author believes that further research is necessary to determine if the allowance
of these mobile devices into our classrooms positively impacts education. The author refers
to literature that conrms her position and two main issues are exposed. First, the literature
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
conrms that educational societies need to consider the intrinsic ways in which youth interact
with technology. More often than not, classroom teachers enthusiastically attempt to integrate
new and trendy technologies into their classroom without a clear understanding of how these
devices will impact learning. Second, the author suggests that not all young people come to
classrooms equipped with the same experience and prociency in using mobile devices and
even though mobile devices are ubiquitous, not everyone is condent or has equal access to
these devices. Peluso (2012), asks us to think carefully before we attempt to force mobile
devices into our classrooms. Peluso posits that we need to think carefully about the criteria
and methods we use to incorporate mobile devices into our educational practices and she
asks us to consider if it is even necessary to include new mobile devices into our teaching
practice.
Analysis of the Literature
The literature conrms that there is a buzz of excitement surrounding the Apple iPad
and other similar devices. Education has embraced these devices and quickly placed them
into the hands of teachers and students. Media has sensationalized iPads and current tablet
technologies as being the denitive devices to develop creativity and innovation among
society and our students (Peluso, 2012). However the literature suggests that we should be
cautious and ensure that we use these devices strategically, meaningfully, and in supportive
ways. The literature conrms that teachers need time both in and outside of their regular
school day to meaningfully absorb technologies like the iPad into classroom settings. It is also
believed that learning to educate with iPads does not happen overnight as it takes time
(months and even years) to effectively integrate these devices into regular daily learning
activities. The literature also insists that ongoing professional development is fundamental to
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
teachers successful technology use and if training is consistent and on going, teachers will
feel condent when engaged with technology in the classroom.
Before any implementation is initiated, it is important to understand how and why
technology should be in classrooms. The literature conrms that we need systems in place to
mange and support the complex workings of innovative technologies. Henderson & Yeow
(2012) conrm that without proper management and facilitation, the potential of these devices
may not be realized. But before considering strategies for management, we need to have a
rm grasp of why we want technology in our classrooms. Teacher collaboration and pre
planning can help to answer this question. The literature conrms that the success of all
technology projects is partially dependant on teachers forward thinking processes during
collaborative planning. Reid et al. (2006) conrms that during the collaboration process
teachers are able to identify how particular devices can be incorporated within meaningful and
authentic classroom experiences to support students.
Rationale for Further Inquiry
The literature provides well researched strategies to help support teachers to integrate
iPads into meaningful classroom experiences. However, due to the humanistic and organic
nature of teachers and school communities further research is necessary. At my school, we
have engaged in many of the examples, suggestions, and strategies noted in the literature,
but teachers are still struggling with technology in varying degrees. It is my goal to collect
data about teachers knowledge and comfort levels with iPads and then engage them in
interviews to determine what strategies they feel will be helpful to successfully integrate iPads
into our diverse school population.


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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
Research Methodology
Instruments
The proposed study will use a combination of quantitative and qualitative research
methods to help determine what support strategies teachers value to help with the successful
integration of iPads in meaningful classroom settings. Data from the quantitative portion will
be collected from a survey instrument that I have developed specically for this study (see
APPENDIX). The survey will consist of six closed choice questions and a section consisting
of two tables with Likert-style responses. Data will be summarized and answers will be given
a percentage of similarity as a vehicle for evaluation. Data from the qualitative portion will be
collected from individual teacher interviews, teacher journals and small group roundtable
discussions. The data from this portion of the study will be analyzed and coded into themes
that emerge from the interviews, discussions, and journals
Participants
Participants in this study will be 10 enrolling teachers from my elementary school. The
teacher participant group will consist of 5 primary teachers (K-3) and 5 intermediate teachers
(4-7). The gender mix is primarily made up of females consisting of 8 females and only 2
males. Teachers participating in this study have an equal mix of teaching experience. Five of
the participants are considered experienced teachers having more than 15 years experience
and the other 5 are considered new teachers having less than 8 years teaching experience.
All participants will be subjected to the same treatments and will be asked to complete the
same survey, participate in the same discussions, and they will all be asked to reect on their
practice through teacher journals. All participants are from similar socio-economic
communities and they have similar computer access at home. I decided to solicit all enrolling
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
teachers at my school because I believe this approach will provide me with a broad data base
and a naturalistic environment.
Design
My research study will employ a QUAL-quan mixed method approach that I will vary
slightly. I hope to take advantage of the strengths and synergy that co-exists between the
combination of quantitative and qualitative research methods to help me fully understand the
complexities of my study and the participants in it (Gay et al., 2012). First, teachers will ll out
a survey instrument so I can gather baseline data regarding current technology use and
comfort. Next I will engage teachers in individual interviews, have them participate in small
group discussions, and instruct them to ll out reective journals. This triangulation of data
will allow information to be cross-checked and ultimately strengthen the results of my study.
Procedure
The study will take place at my current school and will start at the beginning of the next
school year. Teachers will rst ll out a survey (see APPENDIX) asking them to give
information regarding their current knowledge and comfort level with technology and iPads.
Once surveys are collected and the data is interpreted, the interview portion of the study will
begin. I will interview all teachers once in January and once in March in order to determine if
the same interview questions elicit similar responses. During this term, I will also administer
two roundtable discussions that will take place at roughly the same time as the interviews.
Throughout the 2
nd
term, teachers will keep journal reections that they will hand in to me by
the end of March. At the beginning of the 3
rd
term all data will be collected. I will spend the
remainder of the term analyzing and interpreting data and once this process is completed, I
will report ndings to staff. My role in this study is one of an active participant/researcher and
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
as a participant in this study. I will keep a narrative journal to describe my own observations
and experiences throughout the course of my work.
During this study there are ethical issues that need to be carefully considered. First, I
need to be sure that names, divisions, and grades taught are kept strictly condential.
Second, I must be aware of bias from all participants. I need to recognize that my relationship
with each teacher is unique and varied and that I may interpret similar data differently
depending on who provides it.


(Table 1 Qualitative Data Collection)



Schedule of Activities


DATA COLLECTION METHOD One-To-One Interviews Roundtable Discussions Teachers Reections/
Journal
Audio Recording X X
Video Recording X X
Teachers Written Reections X
Researcher Notes X X
TIME FRAME RESEARCH PROCEDURE/ACTIVITY (In chronological order of task)
1
st
Term
September December
Phase 1 (quantitative section)

Distribute research letter of intent/participation

Meet with school principal (clarify concerns/issues/questions)

Meet with participating teacher (clarify concerns/issues/questions)

Administer quantitative survey

Collect survey & interpret data

2
nd
Term
January March
Phase 2 (qualitative section)

Meet with school principal to discuss phase 2 (qualitative portion)

Meet with participating teachers to discuss roles/responsibilities

Teachers start journal reections

Interview individual teachers (2 sessions: Jan. & Mar.)

Roundtable discussions (2 sessions: Jan. & Mar.)

3
rd
Term
April June
Phase 3 (data collection/analysis)

Meet with principal & teachers (inform of survey conclusion. Thank

all participants. Inform of presentation of ndings.)

Collect and organize all materials (teacher journals etc.)

Interpret data

Report & share ndings

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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
Data Analysis
The quantitative data collected from the survey instrument will be transferred onto a
graph and analyzed to determine the response frequency of each answer. This data will help
guide my question selection for the qualitative portion of the study. The data collected from
interviews and roundtable discussion will be coded and grouped into re-occurring themes and
then placed into categories that may speak to support, condence, knowledge etc. Data
collected from video will be interpreted by analyzing participants body language, tone, and
facial expressions. These responses will be coded into themes of positive or negative
reaction.
Conclusion
I anticipate that the ndings from this study will signicantly impact the meaningful and
successful integration of iPads in our school community. As a result, our students and
teachers will be able to expand their learning in new and innovative ways. The ndings from
this study will impact our educational community in the following ways:

The knowledge gathered from teacher interviews and discussions will enable our
school to use specic teacher input when seeking out learning opportunities for
staff in the area of technology professional development.

I believe that information obtained from the quantitative and qualitative portions of
the study will help educators understand the steps involved in the successful
implementation of technology in our school. Information gathered will facilitate the
development of IT management systems that teachers value and as a result, we
will be able to eliminate potential glitches & stumbling blocks that can result from
poor or non existent IT management systems.
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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS

Perhaps the most important result of this study is that the data gathered will enable
teachers to positively impact the learning of their students. I believe that when
good IT management systems are present and teachers have a strong
understanding of why and how technology should be used in education, students
will feel supported in any 21
st
century classroom learning opportunity they decide to
engage in.
The literature in this proposal conrms the importance of effective IT management and
strong teacher efcacy as necessities to the successful and meaningful integration of tablet
based technology into todays classroom. I am condent that the ndings of my study will
support the literature and also provide a deep understanding of the specic strategies that
teachers value in order to teach with iPads in meaningful ways.

Next Steps
It is my desire to use the ndings from this study to create collaborative settings that
are valued and that help teachers and students engage in 21
st
century inquiry based learning
with iPads. I believe that by working toward this goal as a school community and by involving
teachers, students, and parents, we will see technology used seamlessly as a commonplace
tool in education. It is my hope that the ndings from this study will help other schools in our
district to develop similar strategies to aid in the meaningful integration of technology in their
school communities.







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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS

References

Buckenmeyer, J. (2008). Revisiting teacher adoption of technology: research implications
and recommendations for successful full technology integration. College Teaching
Methods & Styles Journal, 4(6), 7-10. Retrieved from http://journals.cluteonline.com
/index.php/CTMS/article/view/5554

Crichton, S, Pegler, K and White, D. (2012). Personal devices in public settings: Lessons
learned from an iPod touch / iPad project. The Electronic Journal of e-Learning, 10(1),
23-31. Retrieved from www.ejel.org

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational research competencies
foranalysis and applications. (tenth ed.). New Jersey: Pearson Education, Inc.

Glen, A.B. (1997). What research says: training teachers for using technology. Journal of
Staff Development, 19(1). Retrieved from http://www.wikieducator.org//What_
Research_Says_-_Training_Teachers.pdf

Henderson, S., Yeow, J. (2012). iPad in education: a case study of iPad adoption and use
in a primary school. 2012 45
th
Hawaii International Conference on System Sciences
(pp. 78-87). doi: 10.1109/HICSS.2012.390


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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS

Peluso, C.C. D. (2012). The fast-paced iPad revolution: Can educators stay up to date and
relevant about these ubiquitous devices? British Journal of Educational Technology,
43(4), E125-E127. doi: 10.1111/j.1467-8535.2012.01310.x

Reid, D., Kervin, L., Vardy, J., & Hindle, C. (2006). We've got iPods, but were do we start?
The story of two grade 4 teachers. IADIS International Conference Mobile Learning
2006 (pp. 218-221). Retrieved from http://ro.uow.edu.au/edupapers/605/

Rohaan, J. E., Taconis, R., & Jochems, M. G. W. (2012). Anaylsing teacher knowledge for
technology education in primary schools. International Journal of Technology and
Design Education, 22(3), 271-280. doi: 10.1007/s10798-010-9147-z

Wood, E., Mueller, J., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers
Perceptions: barriers and supports to using technology in the classroom. Education,
Communication & Information, 5(2), 183-206. doi: 10.1080/1436310500186214














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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
APPENDIX

Quantitative Survey Instrument (sample)

Technology Use Survey

September 2
nd
, 2013
Administered by: Steve Holmberg

Dear Educator,

Thank you for participating in this survey. The purpose of this survey is to better understand teachers current
level of technology use both in and outside of classroom settings. The data collected from this survey will help
guide further research in the areas of technology professional development and classroom technology
implementation. All information in this survey will be kept strictly condential and will only be used as guiding
information for the proposed current study.

In this survey, "technology" is dened as: "using computers, tablets, iPads or handheld devices to access web
based information (email, web searches) and software applications (apps, word, excel) with the purpose
ofacquiringknowledge, discovering information, and creating content."

1. How many years have you been teaching? (please circle the most appropriate answer)
a) 1-5 years
b) 5-10 years
c) 10-15 years
d) 15-25 years
e) other (please specify) __________________

2. What grade group/level do you currently teach? (please circle the best answer)
a) primary (K-3)
b) tweens (4-5)
c) intermediate (6-7)

3. How often do you use technology at home? (please circle the most appropriate answer)
a) less than twice a week
b) 2-4 times a week
c) 4-7 times a week
d) daily
e) multiple times a day

4. What type of technology devices do you use at home? (please circle any or all answers that apply)
a) computer (PC)
b) smartphone
c) iPad/tablet
d) game console (x box etc.)

5. How would you describe your technology use at home? (please circle any or all answers that apply)
a) web browsing
b) checking email
c) social media (facebook, pintrest, twitter)
d) creating and or developing content
e) other (please specify) ______________________

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LEARNING WITH IPADS: BUILDING MEANINGFUL ENVIRONMENTS
6. Is technology accessible at your school?
a) yes
b) no
if no, please explain any limitations you or others may have faced that would prevent you from using
technology at your school.
________________________________________________________________________________

On the following table, please mark with an X the statement that best describes your classroom use of
technology.


On the following table, please mark with an X the statement that best describes your relationship with the
following technology.


Thank you for taking the time to ll out this survey. Your information will be kept condential and will only be
used to guide research in the currently proposed study.
STATEMENT NEVER RARELY SOMETIMES OFTEN ALL THE TIME
I use technology for work
productivity purposes (email,
lesson plans, documents)
I use technology to display
content in my classroom
My students use technology
to discover content
(research)
My students use technology
to create content
(presentations, documents)
I use an iPad for productivity
purposes (as above)
I use an iPad to display
content in my classroom
My students use iPads to
discover content (as above)
My students use iPads to
create content (as above)
STATEMENT STRONGLY
DISAGREE
DISAGREE NEUTRAL
N/A
AGREE STRONGLY
AGREE
I feel condent using an iPad
to display content in my
classroom
I feel condent developing
lessons that enable students
to develop and create work
using iPads
I have learned to use an iPad
on my own personal time
I have attended at least one
Pro-D activity in the past year
that focused on iPads in
education