Technology Use in Rural Schools: A Study of a Rural High School Trying to Use iPads in the Classroom.

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Bibliographic Details
Title:	Technology Use in Rural Schools: A Study of a Rural High School Trying to Use iPads in the Classroom.
Authors:	Kalonde, Gilbert¹
Source:	Rural Educator. 2017, Vol. 38 Issue 3, p27-38. 12p.
Subject Terms:	Rural schools, Teachers, Computers in education, Educational technology, iPads
Abstract:	The purpose of this case study was to explore how rural high school teachers and students, grades 9-12 use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms. The most common barriers identified by teachers were student and teacher attitude and preference. The low frequency of iPad use seemed to relate to the lack of learning activities involving creativity and collaboration. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The purpose of this case study was to explore how rural high school teachers and students, grades 9-12 use iPads in class, the obstacles and barriers to teacher and student iPad use, and the relationship between types and frequency of use, in one high school in Southern Oregon. The study consisted of classroom observations and follow-up interviews with nine teachers with iPad carts over a three week period. Qualitative data was emphasized, with some quantitative data to support it. Overall, iPad use was low, even though access to iPads was high. When iPads were used, teachers used iPads mostly for communication and delivering instruction, and students used iPads mostly for reading, writing, and research. Observational data and interview data results on the types of use were consistent, indicating that teachers are well aware of how they use iPads in their classrooms. The most common barriers identified by teachers were student and teacher attitude and preference. The low frequency of iPad use seemed to relate to the lack of learning activities involving creativity and collaboration. [ABSTRACT FROM AUTHOR]
ISSN:	0273446X