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One-to-one iPads in t he Elementary Classroom: Measuring the Impact on Student Engagement and Instruction

One-to-one iPads in t he Elementary Classroom: Measuring the Impact on Student Engagement and Instruction. Primary Researcher/Presenter: James E. Garwood, Ed.D Western Illinois University Facilitator: Lora Wolff, Ph.D Western Illinois University AASA, February 2014. Purpose of the Study.

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One-to-one iPads in t he Elementary Classroom: Measuring the Impact on Student Engagement and Instruction

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  1. One-to-one iPads in the Elementary Classroom:Measuring the Impact on Student Engagement and Instruction Primary Researcher/Presenter: James E. Garwood, Ed.D Western Illinois University Facilitator: Lora Wolff, Ph.D Western Illinois University AASA, February 2014

  2. Purpose of the Study To examine the effects of a one-to-one tablet technology program on: • Student Engagement • Instructional Practices related to student engagement • Teacher attitudes and beliefs about technology as a tool for teaching & learning

  3. Assumptions • Student engagement is a keystone influence on a wide variety of educational outcomes. • Instructional practices is the predominant predictor of student engagement.

  4. Review of the Literature on Engagement Significant relationships exist between the degree to which students are engaged in higher-order/deeper learning experiences & the student achievement scores on high-stakes accountability assessments in the content areas of Communication Arts & Mathematics. The converse is true for students that are disengaged from learning (Valentine, 2010).

  5. Assumptions The idea that we need to teach children “21st Century Skills” has obtained widespread acceptance as evidenced by:

  6. 21st Century Skills • Critical thinking • Problem solving • Innovation • Effective communication • Effective collaboration • Self-directed learner • Information and media literacy • Global awareness • Civic engagement • Financial and economic literacy

  7. Assumptions • Technology is widely assumed to engage students in some manner • Technology in the classroom can influence teaching (instructional practices) and learning. • The teaching and learning of many of the 21st Century Skills can be enhanced by access to technology and/or are linked to technology.

  8. Review of the Literature on Engagement Students that have participated in 1:1 computing report higher levels of academic achievement & engagement (Bebell & Kay, 2010; Bebell & Dwyer, 2010; Donovan, Green, & Hartley, 2010; Grimes & Warschauer, 2008; Bielefeldt, 2006; Gulek, & Demirtas, 2005).

  9. Context • School districts across the country have either adopted one-to-one technology initiatives, are planning to, or are watching to see what the educational outcomes are.

  10. Case StudyOne-to-One Program Description • Illinois Children’s Low-cost Laptop Program. • An iPad for every student and teacher in grades 3-6. • Ongoing and embedded professional development focused on using iPads to support higher order thinking skills and content creation.

  11. Research Question 1 To what extent are student engagement levels and the instructional practices related to engagement different between classrooms that are participating in a one-to-one iPad program and those that are not?

  12. Research Question 2 To what extent are teachers’ attitudes and beliefs towards technology different when teaching in a one-to-one environment than their counterparts that are not teaching in a one-to-one environment?

  13. Review of Literature:Teacher Attitudes & Beliefs • Teacher perceptions of the computer’s role in teaching and learning affect the extent and sophistication of technology integration (Dexter, Anderson, and Becker, 2000). • The degree to which higher-order thinking takes place in classrooms can be predicted by teacher openness to change, the amount of individual technology use in creative situations, and the level of integration attempted within the classroom (Baylor and Ritchie, 2002).

  14. Mixed Model Research Design • Quantitative • Teacher survey • Teacher & student technology use • Teacher perceptions on student engagement • Instructional Practices Inventory -Technology • Student Engagement (tech and non-tech) • Application Use

  15. Mixed Model Research Design • Qualitative • Student focus groups will gather student impressions on their • Engagement • Teachers’ thoughts & feelings about using technology • Teachers’ thoughts & feelings about engagement

  16. IPI - Technology • A classroom walkthrough observation protocol created by Dr. Jerry Valentine from the University of Missouri. • The instrument uses trained data collectors to code cognitive levels of student engagement with learning activities and associated instructional practices. • Used as a catalyst for professional learning conversations.

  17. IPI - Technology The IPI-T collects data to: • Determine the level of student engagement of the class at large • Determine the level of student engagement of students using technology and that of those students not using technology • Determine the type of technology application being used by those students using technology (Valentine, 2012)

  18. Results for Research Question One – IPI

  19. Teacher-Led Instruction Students are attentive to teacher-led instruction as the teacher leads the learning experience by disseminating content knowledge and/or directions for learning. The teacher provides basic content explanations, explains new information or skills, & verbally directs learning. Student higher order/deeper learning is not evident.

  20. Teacher-Led Instruction Examples • Teacher dominated question/answer. • Teacher lecture or verbal explanations. • Teacher direction giving. • Teacher demonstrations. • Teacher-led discussion where ideas come primarily from the teacher.

  21. Student Active Engaged Learning Students are engaged in higher-order thinking and developing deeper understanding through analysis, problem solving, critical thinking, creativity, and/or synthesis. Engagement in learning is not driven by verbal interaction with peers, even in a group setting.

  22. Active Engaged Learning Examples • Project-based and problem-based learning. • Research and discovery/exploratory learning. • Authentic demonstrations. • Independent metacognition. • Reflective journaling. • Self-assessment. • Higher-order responses to higher-order questions.

  23. Results for Research Question One IPI-T (Technology Only)

  24. Results for Research Question One IPI-T (Software Application Type)

  25. Results for Research Question 1 Teacher Survey Instructional Practices Sub-Scale

  26. Instructional Practices Sub-Scale Item Analysis Highlights • My students use technology to solve relevant, real-life problems • My students use technology to make connections between prior knowledge and new concepts • What is the frequency that your students use technology for media development?

  27. Instructional Practices Sub-Scale Item Analysis Highlights • What is the frequency that your students use technology for information searches? • What is the frequency that your students use technology for collaboration?

  28. Student Focus Group Themes • Student technology use with the district standard technology deployment. • Student technology use in the one-to-one iPad program. • The conditions that create student engagement. • Student disposition towards technology. • Student perceptions on teacher dispositions towards technology.

  29. Focus Group Definition of Conditions that Create Engagement Students from both groups described the same conditions for engagement from their perspective: • Choices (inquiry, products, work partners) • Creativity • Interactions with others

  30. Focus Group Findings Supporting Q1 • Control group students reported more level 3 type activities when using technology. • Experimental group students reported more level 6 activities that involved media (content) creation. • Students from both groups experience tech as exciting, engaging, offering choices, as an avenue to pursue inquiry, curiosity and interest. • Level 3 activities with tech enhanced through feedback.

  31. Focus Group Findings Supporting Q1 • Level 4 teacher directed activities enhanced – iPad as visual and audio demonstration tool. • Students from both groups cited information or Internet searches as one of their most frequent activities uses of technology. • Students see technology as a tool for differentiation – they can find multiple sources of information on the same topic and can access sources at their level.

  32. Research Question 1 Summary • There were differences in cognitive student engagement levels between students in the one-to-one iPad program and students not in the program. • There were differences in the instructional practices that affect the level of student engagement used by teachers in the two samples. • The type of software applications that were used in learning activities was linked to differences in the cognitive level of their students’ engagement.

  33. Results for Research Question Two Teacher Survey – Student Engagement and Technology Expertise Sub-Scales

  34. Focus Group Findings Supporting Q2 • Both groups cited additional stress and frustration for teachers. • Control group students perceive teacher expertise as a barrier to what their teachers allowed them to do with technology in the classroom.

  35. Focus Group Findings Supporting Q2 • Experimental groups students are more confident that their teachers feel positively about the impact of tech on T and L. Control group students feel this, albeit more tentatively as they see their teachers as more stressed about the logistics of tech integration and still holding on to “old school” pedagogy – “When we were kids……”

  36. Research Question 2 Summary Overall, the current study found little difference between the experimental sample and the control sample teachers with regards to teacher attitudes and beliefs towards technology as reported by the teachers in the teacher survey on student engagement and instructional practices. However, during the student focus group interviews, there were differences in how students described and perceived their teachers attitudes.

  37. Final Conclusions Coupled with good pedagogy…….. • High levels of access to technology in the classroom can positively impact student engagement. • Greater access to technology increases student acquisition of the 21st Century Skills they will need to succeed with the CC and CCR standards.

  38. Final Conclusions • The more students use technology to support their learning, the more sophisticated (higher order thinking oriented) their use becomes. • Greater access affects instructional practice. • Even practice activities at lower cognitive engagement levels are more productive than traditional pen and paper practice activities when students have access to technology.

  39. Final Conclusions • Even elementary-aged students have great insights into their learning. • The type of software application used impacts the cognitive engagement level of students.

  40. Questions…Comments Feel free to contact me: Jim Garwood garwoodj@ccsd15.net

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