iPad Integration: How Parents and Students Perceive its Effectiveness

Jenny Eppard, Cara Williams, Zeina Hojeij, Jason D. Johnson
1696 778

Abstract


This study examined the impact of iPad integration on student motivation, engagement, and learning skills in a mathematics program. Subjects included 143 students aged 8 to 14 years old and 63 parents in an Indian-based school in Dubai where the national curriculum required the use of tablets be integrated into school subjects starting at grade three. All subjects responded to questions about how iPads could support learning math and the kind of challenges students faced. Classes were technology-driven using individualized learning groups and a variety of computer apps. Around 80 percent of the students indicated they understood new concepts better, were able to solve difficult math problems, and expected themselves to score better on their tests. It was found that providing instant access to a wide array of applications, resources, hands-on activities, and instant feedback can engage students and help them remain on task, especially those with special educational needs.


Keywords


Math education, iPad integration, Tablet integration, Educational technology

Full Text:

PDF

References


Eppard, J., Williams, C., Hojeij, Z., & Johnson, J. D. (2022). iPad integration: How parents and students perceive its effectiveness. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(2), 372-390. https://doi.org/10.46328/ijemst.2079




DOI: https://doi.org/10.46328/ijemst.2079

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 International Journal of Education in Mathematics, Science and Technology

Web of Science (ESCI) Index                        

                                    

  

International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

ISSN: 2147-611X (Online)