ANNOTATED BIBLIOGRAPHY

Bloemsma, M.S. (2013). Connecting with millennials: Student engagement, 21st century skills,
and how the ipad is transforming learning in the classroom (Doctoral dissertation).
Retrieved from: http://search.proquest.com.ezproxy.library.ubc.ca/docview/1415894557?
accountid=14656

This resource is a dissertation paper that presents a case study carried out in a southern California
high school. The study investigates the high school students perspectives of an iPad integration
program in its first year of implementation. Student engagement is measured in four curriculum
areas, including English and History. The study also discusses how iPads are used by teachers in
the classrooms, and the levels of learning in these activities are categorized using the SAMR
model, which consists of Substitution, Assimilation, Modification, and Redefinition. Strengths
include the ability to connect how technology is used with student engagement. However, as the
study is only conducted at one school with a small sample of students, findings cannot be
verified with such a small sample size.

Brand, J. & Kinash, S. (2010). Pad-agogy: A quasi-experimental and ethnographic pilot test of
the ipad in a blended mobile learning environment. In C.H. Steel, M.J. Keppell, P. Gerbic
& S. Housego (Eds.), Curriculum, technology & transformation for an unknown future
(pp.147-151). Retrieved from
http://ascilite.org.au/conferences/sydney10/procs/Brandconcise.pdf

This study was completed early in the release of the iPad, but discusses several important aspects
of using the iPad in an educational setting. This article adds some research-based information to
our final project, discussing the usage of mobile phones and tablets and the effectiveness of
usage in classes.

Chou, C. C., Block, L. and Jesness, R. (2014). Strategies and Challenges in iPad Initiative:
Lessons Learned from Year Two. IADIS International Journal, 12(2), 85-101. Retrieved
from: http://www.iadisportal.org/ijwi/papers/2014121206.pdf
This article explores the impact of iPad integration in Midwest United States. It refers to Ciampa
(2014) to investigate the ways in which iPad Integration can motivate, challenge and spark
curiosity through feedback, extension exercises, self-paced and collaborative learning,
competitive scenarios and recognition of success through instant feedback. The study analyzed
the integration iPads in 18 classrooms where 2 classrooms achieved redefinition levels instilling
critical thinking rather than substitution such as information lookup. The study indicated an
increase in collaboration, engagement, productivity and digital literacy for students and increased
productivity, professional development and a shift in pedagogy for the teachers.

Churchill, D., Fox, B., & King, M. (2012). Study of affordances of ipads and teachers private
theories. International Journal of Information and Educational Technology, 2(3), 251-254.
Retrieved from: http://www.ijiet.org/papers/122-K10017.pdf

This article describes the affordances of the iPad and suggests that the iPad is the preferred
device over laptops and desktops by both teachers and students. A reference is made to Klopfer
and Squires five potential educational affordances such as portability, social interactivity,
context sensitivity, connectivity and individual scaffolding. A limitation that is described in the
article is the change in the private theory of every teacher regarding the use of the iPad. Toward
the end of the article, the apps of the iPad are divided into categories based on use such as:
productivity tools, teaching tools, notes tools, communication tools, drives, blogging and context
accessing tools.

Farrall, J. (2011, August 1). Using the ipad as assistive technology [Web log message]. Retrieved
from http://www.spectronics.com.au/blog/wp-content/uploads/2011/10/Using-the-iPad-as-
AT.pdf

This is a great resource that can be used by teachers looking for ways to use the iPad as an
assistive technology. The article provides links to digital storybooks and literacy support apps
that can be used to build vocabulary and reading skills. The focus is on humanities, namely
reading and writing which is applicable to this course and more specifically this collaborative
project. Farrell herself is a speech pathologist and provides many apps that can be used as
support for those students with learning disabilities. This article addresses ways to use the
touchscreen in amazing and creative ways for those who do not have the ability to actually touch
the screen. There are a number of apps listed that are useful to humanities teachers, and it
provides support for students with special needs. However, the article is from Australia, which
could pose trouble when actually downloading apps from the store.

Frey, N., Fisher, D., & Lapp, D. (2015). iPad deployment in a diverse urban high school: A
formative experiment. Reading & Writing Quarterly: Overcoming Learning Difficulties, 31, 135-
150. doi:10.1080/10573569.2014.962202

This study looks at the positive impact that iPads had on student achievement and engagement,
as well as teacher efficacy, in four grade 10 English classrooms. To make these gains, the
researchers and teachers focused on having students use iPads to access an online reading
program and teacher-created curriculum housed in an LMS. In this experiment, teachers
discovered that student collaboration and discussion needed to be emphasized during iPad usage.
This article is a great reminder that when technology is seen as a tool, it can encourage teachers
to make a shift in their pedagogy thereby impacting student achievement.

Gliksman, S. (2013). iPad in Education for Dummies. Hoboken, NJ: John Wiley & Sons, Inc.

Gliksman recommends apps that would be useful for reading, note-taking, and digital
storytelling. He also recommends various apps that can be used for producing Art on the iPads,
and highlights examples of how these apps can be used to meet cross-curricular learning
objectives. Finally, ten key components are presented to ensure successful introduction and
implementation of the iPads. The material is current, and it covers two key areas of our CIP.
Furthermore, the author focuses on using iPad apps as a creative learning tool rather than a
solution to meeting specific curriculum objectives. Limitations include the fact that Gliksman
does not include detail or examples on how to successfully implement the iPad in schools, and
much of his information is not supported with scientific evidence, at least not any referenced in
this book.
Harmon, J. (2011). Unlocking literacy with ipad. Through Students Eyes Project. Retrieved from
http://www.throughstudentseyes.org/ipads/unlocking_literacy_with_ipad/ipads_files/unlock
ing_literacy_ipad.pdf

This study looks at the impact iPads had on academic achievement and engagement in a tenth
grade English class filled with at-risk students. The author compared students with and without
iPad access on standardized reading and writing achievement tests and discovered that students
with iPad access scored higher than their non-iPad counterparts. The study also finds that student
engagement and attendance increased due to iPad usage. Of note, the author asserts that iPad-
using students also gained a more realistic perspective of themselves as readers and writers due
to their frequent and regular self-assessment using iPads.

Heinrich, P. (2012). The iPad as a tool for education: A study of the introduction of ipads at
longfield academy, kent. Retrieved from http://www.nottingham.ac.uk/~ttzelrn/tplt/e-
SCET/learn_resources/iPad/Naace%20Report%20-%20The%20iPad%20as%20a%20tool
%20for%20Education.pdf

Focusing on high school students at Longfield Academy, this article examines in-depth the
impact iPads have made on student motivation and progress. The researcher found that student
motivation, work quality, and collaboration all made significant gains through iPad usage. Use of
the iPad for research, creating presentations, and mind mapping dominated student use. Teachers
cited improvement in student engagement, independence, and the immediacy and efficiency of
learning as positive outcomes. Noticeably, iPads were used mostly in English and less so in other
arts & humanities subjects largely due to the availability of subject-specific apps at the time of
this study.

Jahnke, I. & Kumar, S. (2014). Digital didactical designs: Teachers integration of ipads for
learning-centered processes. Journal of Digital Learning in Teacher Education, 30(3), 81-
88. doi: 10.1080/21532974.2014.891876

Jahnke and Kumar present their findings from a study of teachers use of the iPads. The teachers
were chosen from a larger group in the study since they used the iPads to a medium or high
extent in their classrooms. Furthermore, their lessons focused on producing knowledge rather
than consuming it, learning as a process, and assessing through peer feedback and collaborative
reflection. These findings cover a wide age range of students, and the teachers use the iPads to
promote student-generated products and contexts. The limitations include the fact that the study
was conducted in Denmark, so the findings may not be applicable in a North American learning
context. Furthermore, it provides insight only from teachers who were early adopters of iPad
technology without mentioning perceptions of those who were unwilling, hesitant or still
exploring how to use iPads.

Kelly, J. & Schrape, J. (2010). 100 days with an ipad: Lessons learnt and apps acquired. In C.H.
Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology &
transformation for an unknown future (pp. 484-486). Retrieved from
http://ascilite.org.au/conferences/sydney10/procs/Kelly-poster.pdf

The above resource is a study presented specifically to teachers of an e-learning facility. Kelly
and Schrape focused on the following research questions:

the ease of use (usability) of the iPad

the frequency of use,and opportunities and affordances for use at meetings, whilst
travelling, during conferences and while teaching

which applications were most useful for creating resources, interacting with resources,
creating and collaborating; and

how they envisage that students are likely to use the devices in their studies

The focus of research is directly applicable to our project as we will be looking at ways to use
iPads in a more effective way; so that teachers will be more comfortable and also so students are
able to reap the benefits.

Morrone, A. S., Gosney, J., & Engel, S. (2012). Empowering students and instructors:
Reflections on the effectiveness of ipads for teaching and learning. Retrieved from
https://net.educause.edu/ir/library/pdf/ELIB1201.pdf
The article focuses on the affordances and challenges of iPads as discovered through the
exploration of learning community. Some of the benefits described include the necessity for high
speed connectivity and an incorporation of the iPad into daily life in order to enable effective use
in class as opposed to the exploration of the iPads features. Access to reference materials at any
time and anywhere and the ability to write and annotate with tools such as iAnnotate and
GoodReader were the other major affordances of the iPad. Some of the challenges include the
difficulty of an institution providing adequate support necessary for all teachers using the iPad in
a pedagogical way in the classroom.

Oldfield, J. & Herrington, J. (2012) Mobilising authentic learning: Understanding the

educational affordances of the ipad. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future
challenges, sustainable futures (pp. 723-727). Retrieved from:
http://www.ascilite.org/conferences/Wellington12/2012/images/custom/oldfield,_james_-
_mobilising.pdf

This article proposes a study of the iPad as a means of generating situated learning. The plan
generates several thought provoking questions that may be useful, such as: What is the level of
mastery of the iPad by the teacher when used in a classroom environment and what is the level of
pedagogical integration of the iPad into assessment?

Riley, P. (2013). Teaching, learning, and living with ipads. Music Educators Journal, 100(1), 81-
86. doi:10.1177/0027432113489152

This article focuses on how iPads can be used in K-12 music education to enhance instruction
and achievement through connecting, creating, and communicating. The author suggests that the
iPad makes music accessible to students with no prior experience or understanding of notation.
The author identifies ways to use the iPad to support rehearsals and performances, music
creation, teaching instruments, audio and video recording, and access to listening resources.
Specific apps in each category are also identified. This article is a great starting point for any
music educator wishing to meaningfully incorporate iPads into their music classroom.
Valstad, H. (2010). iPad as a pedagogical device (Masters thesis). Retrieved from
http://www.iktogskole.no/wp-content/uploads/2011/02/ipadasapedagogicaldevice-
110222.pdf

This is an article that addresses the advantages and disadvantages of having an iPad as an
educational resource. For our purposes, since it is such a large study and consequent paper, we
will be focusing on reading fluency using the iPad, located on pg. 27. The study in this particular
section discusses how students fluency could be increased by having iPads for each student in
each classroom. The study concludes that, In a six-week period, students reading fluency
increased at six times the rate considered normal for that period of time (Valstad, 27). This will
add relevance to our project as our focus will be on how iPads can be successful in the
classroom, we will also be focusing more on the humanities subjects, making this very relevant.

LITERATURE REVIEW

Introduction

iPads have become ubiquitous in schools. Once heralded as having the potential to transform
learning and teaching (Harmon, 2012, p. 30), current research has shown that it is the
pedagogical changes to the learning environment necessitated by iPad integration that can make
a positive impact upon student achievement and engagement (Chou, Block & Jesness, 2014;
Frey, Fisher, & Lapp, 2015; Johnston & Stoll, 2011). Many studies have shown iPads to
encourage ubiquitous personalised learning, creativity, motivation and collaboration (Churchill,
Fox & King, 2012; Chou et al., 2014; Heinrich, 2012). Some studies have even found iPads to
advance literacy (Harmon, 2011). Our CIP aims to outline the common affordances and
pedagogical challenges of iPad integration and identify solutions in which iPads can be used to
enhance teaching and learning in the arts and humanities.

Selection of Studies

Our selection of studies is directly related to our interest in using the iPad as a pedagogical
enhancement, not to replace curriculum, but to complement and enrich teaching and learning
within the arts and humanities. Our review focuses on case studies from the perspective of both
teachers and students (Bloemsma, 2013; Harmon, 2011; Heinrich, 2012; Jahnke & Kumar,
2014), the teaching strategies and pedagogy necessary for the successful implementation of iPads
(Brand & Kinash, 2010; Chou et al., 2014; Frey et al., 2015; Oldfield & Herrington, 2012;
Valstad, 2010), and finally affordances and applications that directly enhance high school
humanities curricula (Churchill et al., 2012; Farrall, 2011; Gliksman, 2013; Kelly & Schrape,
2010; Morrone, Gosney & Engel, 2012; Riley, 2013).

Analysis, Synthesis and Critique

Aiming to redefine levels of use to create newly defined creative learning atmospheres with the
iPad rather than substitution of current techniques (Chou et al., 2014), our CIP examined the
ways in which iPads can help improve learning environments if utilized with a pedagogical
strategy and a profound knowledge of affordances, challenges and solutions to common
problems.

The following affordances need to be well understood by teachers in order to ensure the correct
use and implementation of the iPad to maximize learning. These affordances include creativity,
collaboration, and personalized and cross-curricular learning.

Amongst the most commonly referred to affordances of the iPad is creativity. In our discussions
we have concluded that creativity thrives in the hands of the learner using an iPad due to the
possibility of any time, any place learning and the ability to think and make connections beyond
the classroom. By freeing the learner from the constraints of the classroom, he/she can can
choose to work on assignments when the inspiration strikes and thus maximize freedom,
flexibility and motivation to create upon desire rather than upon request. The light-weight design
of the iPad, as opposed to a laptop or a desktop, frees the learner and makes learning mobile with
the ability to create from a variety of locations, surroundings and positions. The convenience of
numerous free educational apps also makes the iPad preferable for many teachers (Gliksman,
2013) as other tablets may not necessarily grant access to the same applications that are offered
by the iPad. The large availability of apps can potentially save teachers from having to create
lesson plans from scratch. This potentially increases freedom, productivity and thus the quality of
the work created. The interconnectedness afforded by the iPad allows for others to be
simultaneously in tune with the creativity of another (Riley, 2013) and potentially inspired,
alerted and motivated should collaboration be required.

Personalized learning is afforded by the iPad through the opportunity to learn at ones own pace,
with or without a competitive activity, and a chance to motivate curiosity through extension
activities that are of interest to the learner (Chou et al., 2014). One could argue that these
possibilities may exist without the iPad. Although there may be other ways of achieving these
opportunities, the iPad facilitates the integration of these qualities into ones learning, contributes
to the development of digital literacy amongst its users and helps learners develop a realistic
view of their own reading and writing capabilities due to frequent self-assessment (Harmon,
2011). A realistic perception of ones abilities and reflection on strengths and weaknesses
promotes well rounded learning and development. The possibility of collaboration amongst
teachers of different disciplines and the integration of multiple subject areas allows for cross-
curricular learning thereby allowing learners to make connections and consequently activating
long term memory (Brown, 2014).

The following challenges need to be clearly understood and explained to both teachers and
students in order to prepare and combat the difficulties and maximize the benefits of learning
with iPads outlined in the previous paragraph. Some of the challenges we came across in our
practice and readings include the effect of the iPad to distract and divert students from their task,
a change in the private theory of the teacher regarding the use of iPads (Churchill et al., 2014),
and a lack of training and technical support in most institutions.

The challenges above can be countered by some of the following strategies. Identifying potential
problems and discussing the acceptable use of iPads with students beforehand, as well as
outlining consequences in the event of non-compliance, can help eliminate misuse and off-task
behaviour. Ongoing discussion with colleagues, within and beyond the institution, can help
teachers reflect on their evolving theories about iPad use and benefit from their own and others
experience, as well as identify and highlight beneficial pedagogical and classroom management
strategies.

Conclusion

While the main subject of our project is to research and enhance use of the iPad in classrooms,
our belief is that any technology should be viewed as something that enhances pedagogy, rather
than replacing the role of the teacher. Despite claims to the contrary, the iPad has not and will
not transform education, because true transformation in teaching comes only by examining our
teaching philosophy, testing our beliefs about how people learn and adjusting our methods in
response (Johnston & Stoll, 2011). The iPads portable design and intuitive interface enhances
the learning experience and allows for the collaborative, creative and interactive learning
amongst teachers and students with adequate training and experience. As demonstrated by
research, the iPad makes the most significant impact on student engagement and achievement
when its use impacts pedagogy and consequently critical thinking. Following these conclusions,
we intend to identify research-supported practices and strategies that enable both students and
teachers to use the iPad successfully. In addition, we plan to explore specific applications that
may be well suited in cross-curricular learning situations and help facilitate a shift in pedagogy
and maximize critical thinking. When coupled with effective practice, well-selected applications
play a large role in increasing student engagement, collaboration, critical thinking and reflective
pedagogy.
References

Bloemsma, M. S. (2013). Connecting with millennials: student engagement, 21st century skills,
and how the ipad is transforming learning in the classroom (Doctoral dissertation).
Retrieved from: http://search.proquest.com.ezproxy.library.ubc.ca/docview/1415894557?
accountid=14656

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of
successful learning. Cambridge, Massachusetts: The Belknap Press of Harvard University
Press.

Brand, J. & Kinash, S. (2010). Pad-agogy: A quasi-experimental and ethnographic pilot test of
the iPad in a blended mobile learning environment. In C.H. Steel, M.J. Keppell, P. Gerbic
& S. Housego (Eds.), Curriculum, technology & transformation for an unknown future
(pp.147-151). Retrieved from
http://ascilite.org.au/conferences/sydney10/procs/Brandconcise.pdf

Chou, C. C., Block, L. and Jesness, R. (2014). Strategies and Challenges in iPad Initiative:
Lessons Learned from Year Two. IADIS International Journal, 12(2), 85-101. Retrieved
from: http://www.iadisportal.org/ijwi/papers/2014121206.pdf
Churchill, D., Fox, B., & King, M. (2012). Study of affordances of ipads and teachers private
theories. International Journal of Information and Educational Technology, 2(3), 251-254.
Retrieved from: http://www.ijiet.org/papers/122-K10017.pdf

Farrall, J. (2011, August 1). Using the ipad as assistive technology [Web log message]. Retrieved
from http://www.spectronics.com.au/blog/wp-content/uploads/2011/10/Using-the-iPad-as-
AT.pdf

Frey, N., Fisher, D., & Lapp, D. (2015). iPad deployment in a diverse urban high school: A
formative experiment. Reading & Writing Quarterly: Overcoming Learning Difficulties,
31, 135-150. doi:10.1080/10573569.2014.962202

Gliksman, S. (2013). iPad in education for dummies. Hoboken, NJ. : John Wiley & Sons, Inc.

Harmon, J. (2012). Unlock literacy with ipads. Learning & Leading with Technology, 39(8), 30-
31. Retrieved from http://www.learningandleading-
digital.com/learning_leading/20120607?pg=5#pg32

Jahnke, I. & Kumar, S. (2014). Digital didactical designs: Teachers integration of ipads for
learning-centered processes. Journal of Digital Learning in Teacher Education, 30(3), 81-
88. doi: 10.1080/21532974.2014.891876

Johnston, H. B. & Stoll, C. J. (2011, May). It's the pedagogy, stupid: Lessons from an ipad
lending program [Web log message]. eLearn Magazine. Retrieved from
http://elearnmag.acm.org/featured.cfm?aid=1999656

Kelly, J. & Schrape, J. (2010). 100 days with an ipad: Lessons learnt and apps acquired. In C.H.
Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology &
 transformation for an unknown future (pp. 484-486). Retrieved from
http://ascilite.org.au/conferences/sydney10/procs/Kelly-poster.pdf

Morrone, A. S., Gosney, J., & Engel, S. (2012). Empowering students and instructors:
Reflections on the effectiveness of ipads for teaching and learning. Retrieved from
https://net.educause.edu/ir/library/pdf/ELIB1201.pdf

Oldfield, J. & Herrington, J. (2012) Mobilising authentic learning: Understanding the

educational affordances of the ipad. In M. Brown, M. Hartnett & T. Stewart (Eds.), Future
challenges, sustainable futures (pp. 723-727). Retrieved from:
http://www.ascilite.org/conferences/Wellington12/2012/images/custom/oldfield,_james_-
_mobilising.pdf

Riley, P. (2013). Teaching, learning, and living with ipads. Music Educators Journal, 100(1), 81-
86. doi:10.1177/0027432113489152

Valstad, H. (2010). iPad as a pedagogical device (Masters thesis). Retrieved from

http://www.iktogskole.no/wp-content/uploads/2011/02/ipadasapedagogicaldevice-
110222.pdf