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iPads in Education: A Qualitative Study of Students’ Attitudes and Experiences
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, , University of Northern Colorado, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: The Apple iPad has been one of the most quickly adopted digital technologies in recent history. More than 1.5 million iPads are used specifically for education and more than 20,000 educational applications have been created. Understanding how it is being used both formally and informally in educational settings is an important issue for researchers. The purpose of this study was to examine graduate students’ use of personal iPads. A qualitative case study approach was conducted with 12 participants. Semi-structured interviews, classroom observations, and artifacts were used in data collection. The data were described in detail for each case and seven themes were developed: affordances, access to written materials, access to Internet resources and services, tool for note taking, tool for organizing, tool for presentations, and tool for working on assignments. This study can help educators better understand how students are currently using iPads and shape future use.

Citation

Alyahya, S. & Gall, J.E. (2012). iPads in Education: A Qualitative Study of Students’ Attitudes and Experiences. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1266-1271). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 17, 2019 from .

Keywords

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References

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Cited By

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  2. Tablets for Learning in Higher Education: The Top 10 Affordances

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  3. Integrating iPads: Perspectives and Possibilities in a High School ELA Context

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  4. A Scenario-Based Perspective on Mobile Learning Environments

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  5. iPad Initiative: Developing iPad-Only Course Sections at Creighton University

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    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 540–545

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