IPads in Elementary Education: Content Mastery and Curriculum Pacing. PROCEEDINGS
Laura Wilson, James Nash, Christina Wissinger, Mary Beth Leidman, Indiana University of Pennsylvania Communications Media Department, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
According to Ellis, S., (2011) “One of the benefits of iPad is that it enables children to self-direct their learning, and it is easy and enjoyable for parents to understand and get involved” (p. 61). The goal of this study is to determine if the faculty will need to restructure the curriculum to adjust for faster content mastery from the iPad use. This preliminary study is examining the mathematics scores from second grade students in a rural, catholic school district. The focus is the content mastery speeds by the use of iPads as engagement and immediate response tools. In investigating prior research, there are limited studies that focus on elementary mathematics and content mastery with the use of iPads. Our goal is to show a correlation between the iPad use, the improved test scores, and accelerated curriculum.
Wilson, L., Nash, J., Wissinger, C. & Leidman, M.B. (2013). IPads in Elementary Education: Content Mastery and Curriculum Pacing. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3810-3813). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/48707/.
© 2013 Association for the Advancement of Computing in Education (AACE)
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Robin Kay, UOIT, Canada; Sharon Lauricella, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 206–211
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