Authors : Liu Xiaoguang; Chandra Mohan Vasudeva Panicker; Aminul Islam

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/mtb2educ

Scribd : https://tinyurl.com/dxt3x3u5

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY2483

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Educational technology integration rises as schools rethink American school ideology and practices. Technology may be used in schools to develop modern education, but iPad integration in basic math’s teaching has to be understood. In response to these challenges, this in-depth case study examined how iPads as personalised learning aids affect third graders' arithmetic performance and attitudes using nearly experimental qualitative as well as quantitative information. How did NPS School use iPads in a third- grade mathematics classroom as well as how did it influence elementary school students' math skills and attitudes? Subquestions helped fully and comprehensively evaluate the practice problem. How do iPads and textbooks compare in third-grade arithmetic? How do tablet users see math’s differently from traditional students? These study questions were answered by two third-grade math classrooms. Standard education and iPad-integrated teaching were given to two groups. iPads were the only group difference. Content, lesson design, evaluations, inventories, & instructors were identical. Student learning and attitudes were assessed using both pre- and post-tests or an ATMI. The instructor & coordinating administrator were questioned for further information. Researchers also looked at teacher lesson plans to see how iPads were used. This study discovered quantitative-qualitative gaps. Although the post-test and ATMI were not statistically significant, the interviews with the participating adults suggested that students who utilised iPads for teaching had better involvement, attitudes, and productivity.

Keywords : I-pads, Tablet, Academic Achievement, Attitudes, Oral and Listening Skills.

References :

1. Barone, D., & Wright, T.E. (2009). Literacy instruction with digital and media technologies. The Reading Teacher, 62(4), 292-302.
2. Berk, R. A. (2010). How do you leverage the latest technologies, including web 2.0 tools, in your classroom? International Journal of Technology in Teaching and Learning, 6(1), 1-13.
3. Cobcroft, R. S., Towers, S., Smith, J., & Bruns, A. (2006). Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions. Proceedings Online Learning and Teaching (OLT), 21-30.
4. Dhir, A., Gahwaji, N. M., & Nyman, G. (2013). The role of the iPad in the hands of the learner. Journal of Universal Computer Science, 19(5), 706-727.
5. Hill, R. A. (2011). Mobile digital devices: Dipping your toes in technological waters. Teacher Librarian, 39(1), 22-26.
6. Huneycutt, T. (2013). Technology in the classroom: The benefits of blended learning. National Math Science, Retrieved from http://www.nms.org.
7. Kulik, J.A. (1994) Meta-analytic studies of findings on computer-based instruction. In E.L. Baker, and H.F. O’Neil, (Eds.). Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum.
8. Oblinger, D. (2003). Boomers & gen-xers millennials understanding the new students. EDUCAUSE, 38(4) 36-47.
9. Preciado-Babb, A. P., "Incorporating the iPad in the mathematics classroom," Global Engineering Education Conference (EDUCON), 2012 IEEE, vol., no., pp.1,5, 17-20 April 2012.
10. Regan, B. (2014). Integrated technology curricula drive student retention and success. Retrieved from http://wwwimages.adobe.com/content/dam/Adobe/en/education/pdfs/adb-career-tech-article-11-20-final.pdf