The iPad in Primary Education

Friend or Foe?
ETEC 511 Nov 2013
Megan Dodsworth

Abstract

This paper presents a compilation of case studies, as well as a theoretical framework, centering
on the relationship between iPads and primary education. Its main objective is to highlight the successes
and benefits of the iPad in primary leveled students learning. It also identifies some of the challenges
for both teachers and IT staff when adopting and teaching with iPads.

Introduction

Since its release in 2010, Apple's iPad has attracted a lot of attention, as well as controversy, in
the realm of education. Although the iPad was not the first tablet style of computer to hit the market, it
quickly became the front-runner. With its friendly use touch screen, portability and the capability to
easily download a large variety of educational applications, this device is attractive to educators and
students of all ages.

Theres no denying iPads popularity in pop culture, but its growing usage in varying
educational systems presents the potential to revitalize educational technology integration and learning,
particularly in the primary sector. The buzz is more than simply an interest in a cool tool; it's an
inquisitive and curious attitude about new possibilities (Shareski, 2011). That being said, educators
must be careful in terms of how to use and integrate the iPad. Ideally they would be used as a means to
support and enhance our greater educational vision and curriculum, rather than the objective in itself.
The goal is not to teach how to use an iPad, but to have the iPad enhance our teaching. "There is a
danger of technology driving pedagogy, rather than pedagogy driving the technology" (Attard &
Northcote, 2013). Students, and educators alike, can become transfixed by the dazzling fun of
an iPad, and attempt to adapt our instruction around the utilization of a specific application or function.
We must remember that we are the experts in instruction, not Apple. Decades of research have provided
us with the foundation of effective instructional strategies. Teachers must not to disregard years of
educational research in favor of a cool new toy (Standard, 2013).

Literature Review

The purpose of the following literature review section is to provide concrete examples of how
and why iPads are being integrated into primary leveled classrooms. It will begin by examining the
theoretical framework surrounding educational technology and social learning. Next, the relationship
between some of todays leading educational theories and mobile, smart technology will be discussed.
Thirdly, the concepts of the touch screen generation and screen time will be presented. From there,
specific case studies will be explored to highlight the success and challenges of integrating and utilizing
iPads with young learners.

Theoretical Framework

Current technology philosophies are examining the varying ways our technologies are not only
shaping our culture and environments, but also altering patterns of human activity, and influencing who
we are and how we live (Kaplan, 2004). These ever growing and evolving technologies hold a central
presents and role in adults lives, and as a direct result are becoming increasing present in childrens
lives as well.

Our lives are filled with technologies. They are everywhere. We live in them. We prepare food
with them. We wear them as clothes. We read and write with them. We work and play with them we
constantly cope with them in one way or another, whether we realize it or not. Our world is largely a
constructed environment; our technologies and technological systems form the background, context and
medium for our lives. It is hard to imagine a life that doesnt involve at least some tools, devices or
machines. (Kaplan, 2004).

Technology is here to stay and holds an important role in todays 21st century learners education.
Within a world that has changed and it will continue to change, the way we educate students needs to
continually adapt. The challenge for educators is clear. Students need to be prepared for the rapidly
changing and evolving social, economical and technological environments they will face within their
futures.

Behaviorism and Social Constructivism

Technologys relationship with education traditional stems from a behaviorist perspective. The
behaviorism learning theory argues that learning is a change in behavior, with the learners environment
being the driving force in determining said change. Skinner, one of the leaders in behaviorism, held the
notion of a teaching machine, which presents students with material, then tests to ensure correct
retention and memorization. On passing one test, student are taking on to the next set of material, a
sequence he called programmed instruction (Skinner, 1986). Programmed instruction is still very present
within classrooms today. Core skills, such as reading, spelling and math are typically taught in a
sequenced ordered, with exposure and practice leading to the ultimate masterly of a particular skill.

However, one of todays leading educational philosophies, particularly in the primary sector, is
the constructivist approach. The constructivist learning theory supports the notion that learners do not
just absorb information, rather they construct knowledge by actively trying to organize and make sense
of it in unique, personal ways (Seel, 2012). An extension of this is social constructivism, whereby social
participation, interactions and engagement with others, are the main activities through which learning
occurs in children (Vosniadou, 2001). Facilitating social learning is done through putting students into
groups and creating situations where students need to interact with one another in order to reach a goal
or solve a problem.

With the introduction of smart phone and tablet technologies, it is only relatively recently that
educational technology has been able to support a social constructivist approach. Smaller, hand held
devices have greater abilities to facilitate social collaboration, in comparison to desktops which users
must use individually and in a fixed location. The rise of more social applications and software has also
enabled much better opportunities for collaboration than were possible in the past (Henderson & Yeow,
2012).
Digital Natives and the Touch Screen Generation
In 2001, the educational technology writer Marc Prensky introduced the term digital native. The
term describes the first generations of children growing up fluent in the language of computers, video
games, and other technologies (Prensky, 2001). However, with the release of the iPad in 2010, the term
of digital native took a whole new significance. With the earlier introduced iPhone, screens were quite
small for little fingers to navigate with ease and accuracy, not to mention parents were not very keen to
let their children explore and play on their personal and work devices. In contrast, the iPad was big and
bright, and definitely more kid friendly. Childrens media researchers immediately recognized the iPad
as a game changer in the realm on young childrens play and learning (Rosin, 2013).
The young learners entering the school system today are a new type of student. Many come with
prior experience learning and playing with touch screen smart technologies, predominately the iPad.
Prior to touch screen technologies, parents and educators had to teach students how to use a mouse or a
remote, and show the connection between what they were doing with their hand and what was
happening on the screen, which took some time and practice to grasp. With the iPad the connection is
straight forward, even to a young child. This touch screen familiarity and understanding is apparent
when observing young students interacting with desktop computers. Said touch screen generation does
not reach for the mouse to connect with the computer, but rather reaches out to touch the screen. As

with other types of play and explorations, childrens hands act as natural extension of their thoughts
(Rosin, 2013).
Screen Time
With childhood having undergone a somewhat alarming transformation in a very short time,
many of todays parents worry about their childs health in relation to screen time. The Canadian
Pediatric Association highlights the importance of active play and setting limits to sedentary
behaviour in a childs development. Guernsey (2007) makes an interesting argument in regards to the
importance of parents attitudes toward media. If parents treat screen time like junk foodgood for
passing the time in a frivolous way but nothing morethen the child will fully absorb that attitude, and
the neurosis will be passed to the next generation (Rosin, 2013).

We live in a screen age, and to say to a kid, Id love for you to look at a book but I hate it when
you look at the screen is just bizarre. It reflects our own prejudices and comfort zone. Its nothing but
fear of change, of being left out (Prensky, 2001).

Case Studies

With the iPad approaching its third birthday, many schools and classrooms across the world
have had the opportunity to use the iPad as a teaching tool. However, beginning the enormous task of
incorporating the coveted iPads into classrooms comes with the challenges of laying out a path to
effectively implement this device. The case studies presented highlight the pros, as well as challenges,
involved in the employment of iPads into varying primary classrooms.

Case #1: Redoubt North Primary School, New Zealand

In 2012, Henderson and Yeow conducted a study examining the experience of a New Zealand
primary school. It adopted the iPad for use in the classroom with students aged 5 -12. The purpose of
their research was to understand the issues faced, and the benefits perceived from both educational and
IT management perspectives (Henderson & Yeow, 2012). Researchers explored the questions of why the
iPad was selected, and how it has been used in an educational context. They also set out to discover if
there are any issues involved in using the iPad. Data was collected through interviews with teachers and
IT staff, with the specific goal of seeking to discover relevant features, factors or issues that might
apply in similar situations (Myers, 2009).

Henderson and Yeow classified their results into the following categories, enabling them to
highlight the specific areas iPad usage benefited, as well as hindered, in students learning and teachers
instruction.

Choosing the iPad: Prior to the iPad the school was seeking to update their outdated netbooks. IPads
were chosen because of supporting research and staff familiarity. Ten iPads were integrated on a trail
based, testing both with the primary and intermediate levels. After that, the school was equipped with a
total of 48 iPads that were to be shared between all grade levels.

Management of the iPads and Applications: The iPad allows access to a wide range of educational apps,
which is one of its most compelling features. A number of applications needed to be purchased and
downloaded because student needs vary depending on their level and topic they were studying. Teaching
staff worked collaboratively to determine the most effective and useful application to download. The IT
management staff pointed out an issue with the wealth of applications on the market. Theres thousands
upon thousands of apps out there so its quite difficult finding one thats suitable for the right level and

you may have to get five or six, trial them out, see whether theyre going be any good before you find
the right one...The trouble is new stuff comes out all the time its quite hard to keep up with it
(Henderson & Yeow, 2012).

How iPads were Used in the Classroom: Both primary and intermediate teacher said that the learning
curve with the iPad was almost nonexistent due to its simplicity. In some cases, students were helping
teachers and other students to solve problems that arose. With older, more adept students, the iPad were
used for predominately Internet research, e-books and math applications. With younger students
reading and writing skills still developing, independently researching on the Internet was too advanced
for most, and because of this, gaming applications in the areas of math and spelling were more widely
used as part of the junior schools learning curriculum. Teachers of all levels agreed that the iPad
allowed for learning to become more accessible and productive. It allows information to be easily
searched and accessed quicker at any given location in the classroomstudents will not need to wait for
the desktop computer or netbook to boot when they log in as they previously did, but simply press the
iPads button and tap on the web browser. Accessibility has also empowered students through not only
allowing them to view a wider variety of information to enhance their learning and productivity, but also
provides students with a sense of pride in their work (Henderson & Yeow, 2012). Work and projects
created using the iPad can easily be uploaded to class websites and student e-portfolios, which can be
share with family and friends via the Internet.

Collaboration: Mobile technology promotes collaboration as it stimulates face-to-face social

interactions between children (Leichtenstern et al., 2007). It allows students to engage with content, and
take control of their own learning by providing the ability for children to supplement what they are
learning in class, in real time as the educators speaks (Henderson & Yeow, 2012). Having prior
experience with netbooks and desktops in their classrooms, teachers stated the iPad promoted a better

collaborative learning environment. It allows for 360 degree viewing without image distortion. Social
and emotional issue did arise when working collaboratively with the iPads, requiring teachers to assign
roles, or give reminders that the iPad needs to be placed down in the middle, in front of all group
members.

Engagement: A central factor in the relationship between tablets and engagement is direct, real-time
feedback to a students actions, which reduces the level of distraction, because it allows them to move
onto the next task at hand, rather than waiting for teacher feedback before moving on (Leichtenstern et
al., 2007). Another benefit to mobile devices is that they allow students to physically move around
various different locations with their device and communicate with others (Henderson & Yeow, 2012). A
factor that needs to be considered is the novelty effect, in which engagement would be high early on
while the student is unfamiliar with the device, but after gaining familiarity, the level of engagement
would drop (Hourcade et al., 2009). Teachers did notice an initial novelty effect, however observed that
students grew to see the iPad as a conventional piece of educational technology, with which engagement
did not reduce.

Distraction: As with any form of technology, the issue of distraction is inevitable. Teachers at Redoubt
North Primary had to clearly lay out behavior expectation, as well as which specifically state which
application were to be used in lessons and free time. As will all other form of education, it is the
teachers role to ensure that these expectations are being enforced and followed.

Other Issues: Some interviewed teachers highlighted the fact that iPad should not be used as an
exclusive tool in education, but to be used alongside others.

Henderson and Yeow conclude their case study by summing up the most significant features of
the iPad, which focus on its mobility and ability to promote engagement and interest. They put forth
some limitations to the device in terms of collaboration stating that while multiple students can view
the device together, only one can realistically operate it at a time, and thus there is the potential for some
students to monopolize the device. (Henderson and Yeow, 2012). That being said, the portability and
features of the device can clearly enhance collaboration in other ways. The screen is large enough that
more than one person can read it at a time, and simply taking turns controlling the touch screen
encourages cooperation and teamwork. The research also emphasize that students working with the iPad
felt engaged and empowered by their work, through the creation and sharing of richer content with their
peers, parents and teachers, while demonstrating their learning through a digital medium (Henderson &
Yeow, 2012). The importance of teachers manage of the learning environment around the iPad emerged
as an essential part of the successful use in an educational setting. The most effective use of the iPad
varies depending on age, subject area and learning outcome, with specific applications being selected by
teachers to meet the needs of their individual students and the curriculum they follow.

Case #2: Western Sydney School, Australia

Attard (2013) investigated the use of iPads for the teaching and learning of mathematics in the
primary years. Her study followed a group of primary leveled students, ages 7-8, who were provided
with a set of 30 iPads for a six-month period. With the introduction of the iPads, little guidance was
given to teachers in terms of teaching and learning practices, therefore teachers simply trialed different
applications of the new device. Both teachers and researchers assessed the success of each of the
strategies and applications based on observations of students' reactions, including how well students
were engaged during the lesson. Data was also drawn from teachers reflection through interviews, and
from students via focus-group discussions.

Students used the iPads for drill and practice activities, which were designed to help them
acquire a particular mathematical skill. However, the pedagogies that appeared most effective were those
in which students used the devices to solve problems in varying real world contexts. The iPad was being
used as tools to assist in achieving a meaningful goal, within which mathematics was embedded (Attard,
2013).
Attards study emphasized a number of iPad benefits. The first important advantage was the
flexibility iPads offered in terms of how and where they could be used, in comparison to laptop or
desktop computers. In more structured drill and practice application, the iPads is able to provided instant
feedback to students, which allows learners to make mistakes and correct them themselves, helping
alleviate the fear of failure and promoting student confidence. The pairing of interactive whiteboards
with iPads was another useful element observed. Teachers projected the iPads onto interactive
whiteboards to model how to use an application or to deliver a portion of a lesson to students. Students
benefited from the interactive whiteboard and iPad partnership, as it gave them an opportunity to share
their work with peers and their teachers, and receive constructive feedback.
Some of the frustration expressed by teachers integrating the iPad were mostly related to
technical and management issues. Specifically the uploading of appropriate applications, and the
difficulties associated with the supervision of students while using the iPads.
In the studys conclusion, the need for teachers professional development and a platform from
which they could share ideas and discuss experiences with peers was called for. Teacher do not solely
need to know how to operate iPads, but more importantly need help integrating iPads into existing
pedagogical practices. Specific professional development is needed that helps builds on teachers
understanding of content and student learning, which leads to ways said technology can enhance
teaching and learning (Attard, 2013).

Conclusion

The iPad holds the power of engagement and motivation. The majority of todays children dont
hesitate to jump right in and adapt quickly and easily to its simple design and kid friendly applications.
The iPad can be used to deliver and drill content, but can also be used as a tool to empower creativity,
investigation, and collaboration. In doing so, the iPad can encourage students to develop the skills
required to learn and thrive in our continuously changing and challenging world. Based on the above
educational theories and case studies researched for this paper, the specific educational benefits of the
iPad in the primary sector are the following:

Through its wide range of kid friendly, educational applications, the iPad provides quick and easy access to

information, as well as activities, to support and expand curriculum content

Its small, light and wireless design enables easy mobility, which in turn promotes student collaboration
The iPad encourages student engagement because of real time and direct feedback
It promotes student empowerment and permits them to take pride in their work, through the presentation

and sharing of their learning with peers, parents and teachers through various digital mediums
The iPads simplicity and familiarly results in a small learning curve when first introduced to students and

teachers
It easily pairs with other educational technologies, such as interactive whiteboards, class blogs, and student
e-portfolios

Weve only just begun to scratch the surface of the relationship between iPads and young childrens
learning. This is a very exciting time in the realm of primary education, with the iPad presenting the
potential to revitalize educational technology integration and learning in a variety of ways. Our
existence changes with the appropriation of a fresh instrument (Merleau-Ponty, 2002).
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