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A Qualitative Study of Secondary School Teachers' Perceptions of iPad Integration.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Study of Secondary School Teachers' Perceptions of iPad Integration./
Author:	Lewis, Elisha M.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Educational administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355873061

A Qualitative Study of Secondary School Teachers' Perceptions of iPad Integration.
Lewis, Elisha M.

A Qualitative Study of Secondary School Teachers' Perceptions of iPad Integration. - 1 online resource (147 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (D.Ed.)--Capella University, 2018.

Includes bibliographical references

This basic qualitative study sought to identify secondary teachers' perceptions of a recently implemented one-to-one iPad integration, as most studies on this topic had been conducted in higher education settings. The research questions that guided this study were: (a) How do secondary school teachers integrate iPads into the curriculum? (b) What do secondary school teachers perceive to be the advantages and disadvantages of iPad integration? and (c) What do secondary school teachers perceive to be the strengths and weaknesses of technology professional development trainings offered by the county? as a gap existed in the literature regarding these topics. Davis's technology acceptance model was the theoretical framework used in this study, as the study sought to understand participants' attitudes and processes for accepting new technology. Using semi-structured, open-ended questions, data were collected from nine participants who were employed in a one-to-one iPad setting and had participated in technology professional development trainings since the 2014--2015 school year. Data analysis consisted of identifying themes using a constant comparative approach. Findings indicated the following: (a) participants found success when using the iPad's apps, accessing resources, assessing students, and analyzing data; participants were not successful, however, when iPads caused students to become distracted and disengaged during lessons and also when navigating the iPad was difficult; (b) participants expressed positive views about using iPads and also discussed barriers to effective integration, although some participants did not report any barriers; and (c) the majority of participants stated a variety of reasons that technology professional development trainings were not effective, although some participants felt that trainings were successful.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355873061Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Study of Secondary School Teachers' Perceptions of iPad Integration.
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520 $a This basic qualitative study sought to identify secondary teachers' perceptions of a recently implemented one-to-one iPad integration, as most studies on this topic had been conducted in higher education settings. The research questions that guided this study were: (a) How do secondary school teachers integrate iPads into the curriculum? (b) What do secondary school teachers perceive to be the advantages and disadvantages of iPad integration? and (c) What do secondary school teachers perceive to be the strengths and weaknesses of technology professional development trainings offered by the county? as a gap existed in the literature regarding these topics. Davis's technology acceptance model was the theoretical framework used in this study, as the study sought to understand participants' attitudes and processes for accepting new technology. Using semi-structured, open-ended questions, data were collected from nine participants who were employed in a one-to-one iPad setting and had participated in technology professional development trainings since the 2014--2015 school year. Data analysis consisted of identifying themes using a constant comparative approach. Findings indicated the following: (a) participants found success when using the iPad's apps, accessing resources, assessing students, and analyzing data; participants were not successful, however, when iPads caused students to become distracted and disengaged during lessons and also when navigating the iPad was difficult; (b) participants expressed positive views about using iPads and also discussed barriers to effective integration, although some participants did not report any barriers; and (c) the majority of participants stated a variety of reasons that technology professional development trainings were not effective, although some participants felt that trainings were successful.
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