Evaluation of the Summer School iPad

Program


Submitted to Rocky Boy School District

Submitted by: Stacie Barker
7/25/2014

P age | 2

Summary
The purpose of this report is to provide a detailed evaluation of the use of iPad in the
Pre-Kindergarten classroom during the summer school months. With kindergarten
students at various levels (some know close to all of their letters while others are not
able to identify any alphabet letters) and limited time frame, iPads were brought in to
see if they could help students get a jump start before they began Kindergarten in the
fall. Incorporating hands on learning for Kindergarten is very important. The iPad helped
to reinforce and practice different reading and mathematics skills while being enjoyable
and entertaining at the same time. The school board approved iPads and the summer
school tested our various reading and math apps. The purpose of the evaluation is
determine if iPads usage during the six week period were successful in helping students
to identify letter names, letter sounds, and number recognition.

Description of Program Being Evaluated
Ipads are used as another resource or tool to get students where they needed to be
according to the Common Core State Standards in reading and math. Kindergarten
students are required to know all of the their letter names, letter sounds and recognize
numbers 0-20 before they leave Kindergarten for first grade. Teachers use various
methods and teaching strategies to help students learn this standards. Ipads are being
incorporated as another method to see if they are able to help students learn their letter
names, letter sounds and numbers.

Program Objectives
iPads were introduced to help students to better meet the Common Core State
Standards in reading and math.

1. Learner will be able to care for an iPad
2. Learner will be able to navigate and use an iPad
3. Learner will be able to use various reading and math apps
4. Learner will increase their overall letter recognition
5. Learner will increase their overall letter sound recognition
6. Learner will increase their overall number 0-10 recognition
7. Learner will increase their beginning sound recognition

Program Components
12 iPads were loaded and used with several different math and reading apps to help
students learn their letter names, letter sounds, beginning sounds, and numbers. Due to
not having wifi at the school, the apps that were used in the program had to not require
wifi in order to play and use the app.

The program first teaches the students how to care for the iPad before they can begin to
use the iPads for their intended purpose of learning. The following rules were taught to
the students before they were given an iPad in the classroom:
1. The learner will comprehend the rules on how to care for, hold, and handle an iPad.
1.1 No walking around the classroom.
P age | 3

1.2 Only one user at a time.
1.3 No banging or hitting the iPad.
1.4 Student must stay on the designated apps when using the iPad.
The program teaches the students how to use the main controls and their functions on
the iPads.
2. The learner will be able to locate/operate different controls.
2.1 Locate the home button.
2.2 Locate the volume control.
2.3 Locate the on/off switch.
2.4 Locate the headphone jack.
3. The learner will understand how to move from one screen to the next.
4. The learner will be able to locate various folders that are marked (ex: Reading and
Math).
The program teaches the students how to use and operate the different math and
reading apps that are stored on the iPad.
5. The learner will be familiar with various apps and how to use them.

The following iPad apps were used in the program:

Math
-Bubbles and Buttons
-Bugs and Buttons
-Counting Madness
Reading/Letter Recognition/Letter Sounds
-Letter School
-Alien Buddies
-Interactive Alphabet
Letter Sound Recognition
-Backyard Phonics
-Interactive Alphabet

Evaluation Method
The process for this evaluation consists of collecting different data to determine if the
objectives of the iPad program were met during the six week course. Data was collected
prior to beginning the six week iPad program and again at the close of the program.
Teacher surveys were also sent out to help verify if the teachers thought iPads were a
successful tool in helping to teach Pre-Kindergarten students their letter names, letter
sounds, numbers and beginning sounds.
P age | 4


Participants
The participants in the evaluation are 3 full time teachers and approximately 60 Pre-
Kindergarten students that completed the six week summer school program. All of the
Pre-Kindergarten summer school teachers were sent the Teachers Survey at the end of
the six week program (Appendix A). Their answers can be found in Appendix B. Each of
the 60 students were tested on the number of letter names, letter sounds, number
recognition, and beginning sounds prior to the start of summer school before the iPad
program had begun. Each of the 60 Pre-Kindergarten students were again tested at the
conclusion of the six week summer school on number of letter names, letter sounds,
number recognition, and beginning sounds.

Procedures
The evaluation was planned using the decision-making model. This model was chosen
to determine if the iPad program and apps were effective and successful at meeting
their objectives. The information will be sent to the stake holders and used to help
decide if the school should go forth and purchase more iPads for future use in helping
students learn their letter name, letter sounds, beginning sounds and number
recognition.

The evaluator sent out surveys to each of the three Kindergarten teachers who taught
the iPad program during the summer school months. The survey was sent out after the
teachers had completed the six week summer school course.

Next, results were collected from each of the Pre-Kindergarten classes to assess if they
met their objectives during the six week program. The results were taken prior to
beginning the program, and then the students were tested again at the conclusion of the
six week program. The results were assessed by the evaluator.

Data Sources
The data for the evaluation was compiled using student test data that was taken at the
beginning and at the close of the iPad program. Teacher surveys were also conducted
with the three Pre-Kindergarten teachers that taught the summer school iPad program
via email.

Survey
The survey was given out to the three Kindergarten teachers via email after the
completion of the six week summer school program. The survey included eight
questions and would aid in helping gain information on the evaluation. It would help to
decide if the program successfully met the objectives and would help the stake holders
make their decision. Most of the questions were multiple choice, with a few open ended
questions. The complete teacher survey can be found in Appendix A. The responses
from the three kindergarten teachers can be found in Appendix B.



P age | 5

Results
The following are the test results that were taken from the 60 Pre-Kindergarten students
prior to beginning of the 6 week period with the iPad program.

Prior to Summer School
Students that were able to
care for an iPad
25/60
Students that were able to
navigate and use an iPad
19/60
Students that were able to
use various reading and
math apps on the iPad
15/60

Prior to Summer School
Letter Name
Recognition
Letter Sound
Recognition
Students were able
to identify more than
30 letters/sounds
4/60 5/60
Students were able
to identify 30-15
letters/sounds
15/60 19/60
Students were able
to identify less than
15 letters/sounds
41/60 36/60

Prior to Summer School
Number recognition
Students were able to
identify 8-11 numbers
25/60
Students were able to
identify 4-8 numbers
12/60
Students were able to
identify less than 4
numbers
23/60

Prior to Summer School
Beginning Sound Recognition
Students were able to identify
more than 20 sounds
5/60
Students were able to identify
10-20 sounds
9/60
Students were able to identify
less than 10 sounds
46/60

P age | 6

The following are the test results that were taken from the 60 Pre-Kindergarten students
at the conclusion of the 6 week period with the iPad program.

Conclusion of Summer School
Students that were able to
care for an iPad
60/60
Students that were able to
navigate and use an iPad
55/60
Students that were able to
use various reading and
math apps on the iPad
54/60

Conclusion of Summer School
Letter
Name
Recognition
Letter Sound Recognition
Students were able to
identify more than 30
letters/sounds
27/60 15/60
Students were able to
identify 30-15
letters/sounds
29/60 24/60
Students were able to
identify less than 15
letters/sounds
4/60 21/60

Conclusion of Summer School
Number recognition
Students were able to
identify 8-11 numbers
35/60
Students were able to
identify 4-8 numbers
17/60
Students were able to
identify less than 4
numbers
8/60

Conclusion of Summer School
Beginning Sound Recognition
Students were able to identify
more than 20 sounds
23/60
Students were able to identify
10-20 sounds
15/60
Students were able to identify
less than 10 sounds
22/60


P age | 7

Discussion
The purpose of this is report is to determine if the students were able to use and care
for iPads and to see if iPads apps helped students to learn letter names, letter sounds,
number recognition, and beginning sounds. The data that was gathered shows that the
program was successful in meeting these goals.

According to the teacher surveys the majority of the teachers found that iPads helped
their students to learn their letter names, letter sounds, beginning sounds, and number
recognition. The teachers also would recommend using the iPads in the fall with their
Kindergarten students. All of the teachers thought the students were able to quickly
learn how to care and use the iPads.

The following segments establish support for each objective being met based on
research and data that was collected prior to the start of the iPad program and also the
data collected at the conclusion of the iPad program.

Objective 1
Leaner will be able to care for an iPad

According to the data collected, the percent of students that were able to care for an
iPad was 41% at the beginning of the program and then increased to 100% at the
conclusion of the program.

Objective 2
Learner will be able to navigate and use an iPad

According to the data collected, the percent of students that were able to navigate and
use an iPad was 31% at the beginning of the program and then increased to 91% at the
conclusion of the program.

Objective 3
Learner will be able to use various reading and math apps

According to the data collected, the percent of students that were able to use various
reading and math apps on the iPad was 25% at the beginning of the program and then
increased to 87% at the conclusion of the program.

Objective 4
Learner will increase their overall letter recognition

P age | 8

According to the data collected, the percent of students who were able to identify more
than 30 letters was .06% at the beginning of the program and then increased to 45% at
the conclusion of the program. The percent of students who were able to identify 15-30
letters was 25% at the beginning of the program and then increased to 48% at the
conclusion of the program. The percent of students who were able to identify less than
15 letters was 68% at the beginning of the program and decreased at the end of the
program to .06%.

Objective 5
Learner will increase their overall letter sound recognition

According to the data collected, the percent of students who were able to identify more
than 30 letter sounds was .08% at the beginning of the program and then increased to
25% at the conclusion of the program. The percent of students who were able to identify
15-30 letter sounds was 31% at the beginning of the program and then increased to
40% at the conclusion of the program. The percent of students who were able to identify
less than 15 letter sounds was 60% at the beginning of the program and decreased at
the end of the program to 35%.

Objective 6
Learner will increase their overall number 0-10 recognition

According to the data collected, the percent of students who were able to identify 8-11
numbers was 41% at the beginning of the program and then increased to 58% at the
conclusion of the program. The percent of students who were able to identify between
4-8 numbers was 20% at the beginning of the program and then increased to 28% at
the conclusion of the program. The percent of students who were able to identify less
than 4 numbers was 38% at the beginning of the program and decreased at the end of
the program to 13%.

Objective 7
Learner will increase their beginning sound recognition

According to the data collected, the percent of students who were able to identify more
than 20 beginning sounds was .08% at the beginning of the program and then
increased to 38% at the conclusion of the program. The percent of students who were
able to identify between 10-20 beginning sounds was 15% at the beginning of the
program and then increased to 25% at the conclusion of the program. The percent of
students who were able to identify less than 10 beginning sounds was 76% at the
beginning of the program and decreased at the end of the program to 36%.
P age | 9

Conclusion
The implementation of the iPad program for improving students math and reading
scores was successful in increasing their overall scores. The teachers agreed that the
iPad tool was successful in their classroom and that it is an effective tool for students to
use.

While scores increased overall in every category from the beginning of the program to
the conclusion of the program, there is still room for improvements with the program.

Recommendations
1. Find more apps that concentrate on beginning sounds. While scores increased in
this category, they were significantly lower than the other areas that were tested.
2. Find more apps for each category that will help increase student achievement.
By having more/different apps the students will not become uninterested and it
will also keep them challenged.
3. Having a wider range of apps to help assist the students that need extra support
or practice with lower level skills and more difficult apps to challenge the students
that need it.

PROJECT COST
The expenses at summarized below and list all the fees and that were related with this
evaluation project. The entire process took 15 days to complete.

Personnel- Stacie Barker 15 days at $500/day $7,500.00

Copying/Printing $20.00

Supplies $40.00


Total cost $7560.00







P age | 10


Appendix A Teacher Survey

This is an anonymous survey that Mrs. Barker is using for an evaluation project for a
graduate classes at Boise State. Mrs. Barker is evaluating how teachers often teachers
used iPads during the summer school program, and if they think that using the iPads
had an impact on student learning.

Thank you for taking the time to respond to the survey.


1. How often did you use the iPads during the summer school program of 6 weeks?

a. Every Day
b. 2 - 3 times per week
c. Once a week
d. We never used the iPads

2. How often per day did you use the iPads?

a. An hour or longer
b. 20-30 minutes
c. Less than 20 minutes
d. We never used the iPads

3. Did you find that students had an easy or hard time learning how to handle, care
for and use the iPads?

a. All of students were able to quickly learn how to use iPads appropriately
b. Most of the students were able to quickly learn how to use iPads
appropriately
c. Very few of the students were able to quickly learn how to use iPads
appropriately
d. None of the students were able to quickly learn how to use iPads
appropriately
e. I have no idea because iPads were never used

4. Do you think your students enjoyed using the iPads rather than other teaching
strategies for math and reading?

a. Absolutely
b. Maybe
c. Definitely Not

5. Which iPads apps did your students prefer to use?

P age | 11



6. Do you think using iPads during the six week period helped to improve your
students letter name recognition, letter sound recognition, beginning sounds, and
number recognition?

a. Yes
b. Maybe
c. No
d. I am not sure

7. Would you want to use or recommended using the iPads in the fall for your
Kindergarten students?

a. Yes
b. Maybe
c. No
d. Undecided/Not sure

8. Do you have any other remarks or observations to add?


























P age | 12

Appendix B Teacher Survey Answers


How often did you use the iPads during the 6 weeks?
Teacher
A
Teacher
B
Teacher
C
Everyday X X
2-3 times per week X
Once a week
We never used the iPads.



How often per day did you use the iPads?
Teacher
A
Teacher
B
Teacher
C
An hour or longer X X
20-30 minutes X
Less than 20 minutes
We never used the iPads
















P age | 13




Did you find that students have an easy or hard time learning how to
handle, care for and use the iPads?
Teacher
A
Teacher
B
Teacher
C
All of students were able to quickly learn
how to use iPads appropriately
X X X
Most of the students were able to quickly
learn how to use iPads appropriately

Very few of the students were able to
quickly learn how to use iPads
appropriately

None of the students were able to quickly
learn how to use iPads appropriately

I have no idea because iPads were never
used



Do you think your students enjoyed using the iPads rather than other
teaching strategies for math and reading
Teacher
A
Teacher
B
Teacher
C
Absolutely X X X
Maybe
Definitely No









P age | 14

Which iPads apps did your students prefer to use?
Teacher
A
Teacher
B
Teacher
C
Math X
Reading X X
Beginning Sounds

Which iPads apps did your students prefer to use?
Teacher
A
Teacher
B
Teacher
C
Letter
School
Letter
School/Alie
n Buddies
Bugs and
Bubbles




Do you think using iPads during the six week period helped to
improve your students letter name recognition, letter sound
recognition, beginning sounds, and number recognition?
Teacher
A
Teacher
B
Teacher
C
Yes X X
Maybe X
No
I am not sure








P age | 15

Would you want to use or recommended using the iPads in the fall
for your Kindergarten students?
Teacher
A
Teacher
B
Teacher
C
Yes X X X
Maybe
No
Undecided/Not Sure