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This study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad.

This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97, 0.92 and 0.93 respectively.

The paper provides empirical insights about factors contributing to teachers’ technology adoption (specifically iPad) in the classroom. It suggests that teachers’ efficacy significantly predicts their actual use of the iPad for teaching, but teachers’ perceived impact of the implementation does not.

These research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.

The purpose of this paper is to consider the accessibility of Apple’s iPad. The discussion focusses on the accessibility of this technology to children and young people with cerebral palsy (CP), reviewing a range of literature. Terms including “inclusion” are debated alongside the practicalities associated with implementing assistive technologies in educational settings. The benefits of technology for those with CP are explored, with examples including augmentative and alternative communication systems. The current suitability of the iPad for children and young people with CP is discussed, alongside ways in which eye-gaze technology may be employed to increase inclusivity.

The paper provides a consideration of multiple methods for evaluating the inclusivity of mainstream technologies. It is contended that the universal design for learning (UDL) principles are likely to be the most appropriate, due to their applicability to educational settings. Furthermore, the UDL principles acknowledge the heterogeneity of those with CP, and this is suggested to be useful due to its ability to be integrated alongside some of the principles of assistive technology.

The discussion contends that Apple’s iPad may be redesigned in order to meet the needs of users with CP. Eye-gaze technology is suggested as one way to include this group of users, due to the altered interface interaction. Despite some challenges with the eye-gaze technology, the paper suggests that this alteration to the iPad may result in increased accessibility not only for those with CP, but also others with fine motor difficulties. It is concluded that the integration of eye-gaze technology with Apple’s iPad may be a potential avenue for future investigation.

By altering the interface interaction on Apple’s iPad, the device may be more accessible to users with fine motor difficulties, such as those with CP. It is suggested that the paper may inspire future research concerning the practicalities of integrating eye-gaze technology on a small, portable device.

Those who are of lower socioeconomic status are less likely to have access to assistive technologies; the cost of Apple’s devices is relatively higher than those produced by other technology companies, confining their availability to wealthier consumers. This may also lead to a divide in inclusive technical capital (Hayhoe, 2015), whereby wealthier users may have an increased potential to access inclusive assistive technologies and thus increase their capital.

The paper integrates a discussion of the UDL principles with their application to both assistive technologies and educational settings. It is speculated that this paper may be valuable to those researching in the field of assistive technologies, who may build upon the present discussion with a research study. It is also anticipated that the consideration of the use of the iPad for children and young people with CP may be of use to those working in education who wish to integrate technology into the education of those with a range of special educational needs.

The purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.

This study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.

Findings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.

Researchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.

Addressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.

A one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.

It is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement.

By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session.

The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson.

This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.

The purpose of this paper is to present the viewpoint of the authors on the use of the iPad as an assistive technology tool for post-secondary students with disabilities.

Although this paper is not classified as a research article, the viewpoints discussed by the authors are related to a pilot study and continuing case study research they are conducting.

The authors indicate that they have been surprised at the positive results they have observed in the iPad implementation, particularly with students moving to the iPad to continue their studies at the completion of the research.

This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation.

After decades of experience in the field of assistive technology, the authors are becoming convinced that the iPad offers significant opportunities for learning for students with disabilities. One of the exciting parts of being involved in these iPad studies has been to observe: the transformation of student study skills, the increased student self-discovery around how they learn, and the increase in student confidence in technology use. Perhaps rather than labeling the iPad as a mobile device or an assistive technology tool, the authors need to look at different terminology to define it. The ownership of this device by post-secondary students is growing every year, and it is a device that does not set students with disabilities apart from their peers. It is a device that can effectively support student learning through built in accessibility features and the use of commonly available and used apps. Perhaps using the term “equalizing technology” to describe the iPad might be more appropriate.

This paper discusses the opportunities and limitations afforded by the use of the iPad with post-secondary students as well as suggestions for implementation. This is a rapidly developing area in universities and colleges around the world.

This case study describes the collaborative process between library staff and faculty of embedding information literacy into an EFL (English as a Foreign Language) foundations (bridging) course through an information literacy matrix, iBooks and iPad apps.

The study focuses on the approach taken to embed information literacy through iPads and iBooks through the development of an information literacy matrix and iPad activities created in collaboration with faculty in a foundations bridging course in an EFL environment. Feedback was sought from faculty on the content of the iBooks and the outcome of using them in the classroom.

The embedding of information literacy into the curriculum though iPads and iBooks created new opportunities for library staff to collaborate with faculty and professional development opportunities for library staff. Feedback from faculty about the iBooks indicated that the “hands on” nature of the activities and the interactivity provided by the apps contributed to student engagement in the lessons. Literature on using mobile technology in education has also found that it fosters collaboration and interactivity in the classroom.

Further research is needed that assesses and gathers feedback from students regarding the usability of the iBooks from the students' perspective. This research fills a gap in the literature that explores using mobile technology, specifically iPads to develop information literacy curriculum.

This case study can be used as an example of how to embed information literacy curriculum using iPads and iBooks into English foundations or bridging courses. Students and faculty will develop information literacy and technological skills through teaching and learning from these iBooks.

There are currently only a few academic articles written on the use of iPads in the library. Most of these articles focus on reference services and one-shot instructional lessons. There are few academic articles that focus on using iPads and iBooks to embed information literacy into curriculum.

The purpose of this paper is to expand the growing body of research on the educational impact of 1:1 mobile devices, investigating the iPad’s potential to reduce the disparity of access to high-quality instructional technology and achievement for low income, racially, and linguistically diverse students.

This three-year, mixed-method study investigated the degree to which a 1:1 iPad initiative reduced the disparity of technology access and instructional use and improved student learning and attendance. The research design included survey data on student technology skills, experiences and use and teacher focus groups to confirm and contextualize the survey data.

Across all three years, ninth graders and students who were white, female, eligible for free/reduced lunch and those with stable enrollment were more likely to have an individual iPad (THP). Having a THP was associated with greater satisfaction, ease and frequency of technology use, higher attendance and GPA.

Inequitable distribution, inconsistent administrative support, and uneven faculty support for iPads limit generalizability.

This research identifies barriers to successful technology integration and impact on student achievement including inequitable access, inconsistent administrative and teacher support, and limited professional development.

This research focuses on an issue of digital equity that has not yet been studied in depth with 1:1 iPads and investigates students’ technology access, experiences and use to support student achievement in a high poverty, highly diverse high school.

Through observing the use of iPhone and iPad by a child between the ages of two and four years and a half, this study presents accounts on the child’s use of and interaction with these devices, as well as her interaction with the physical environment.

Unstructured, naturalistic observation was employed in this study. The study is grounded in theories of user engagement with digital and physical objects.

A child’s interaction with touch-based devices does not deter the child from engaging effectively with the physical environment or from activities centered on creativity and interpersonal engagement. A child is able to move back and forth seamlessly between the physical and digital environments.

Findings from this study could help parents, educators, and system designers understand why and how toddlers and preschoolers use and engage with touch-based devices, as well as the kind of tasks they perform.

Studies of toddlers’ or preschoolers’ information behavior and interaction with touch-based devices are scarce. Children born toward the end of the first decade of the twenty-first century are growing up with a propensity to using touch-based devices. This study provides a framework for effective usage of such devices while ensuring all-round cognitive and physical development of the child.

Mobile computing devices are a significant access point for information activities. Theories and models of human information behaviour have developed over several decades but have not considered the role of the user's computing device in digital information interactions. The purpose of this paper is to explore the information behaviours of young adults when they are given unlimited access to mobile tablet devices.

As information tasks, behaviours and communities shift into digital environments, a researcher of these phenomena is required to mirror that movement with techniques that allow a full exploration of human behaviour and interaction in the online world. Following Kozinets (2009), “netnography” (ethnography in online communities) is applied in this study and all data are collected online from within a community of iPad users, established for the research purpose.

This study reveals that access to mobile tablet devices creates significant shifts in the behaviours of young adults whose lives are immersed in digital information. Mobile tablet devices establish the potential for constant access to digital information and that opportunity is grasped by the participants in this research. Extensive use of mobile device applications or “apps” establishes a more selected and restricted view of information than that encountered in the open and expansive World Wide Web.

This paper invites extension to human information behaviour theories and models to include a consideration of computing access device and of new mobility and constancy of access – all of which changes the circumstances and behaviour of the information actor.

The purpose of this paper is to present the results of a pilot trial, investigating the accessibility provided by a tablet computer (Apple iPad) to individuals with visual impairment. The study was designed around an N-of-1 randomised controlled trial (RCT), which was replicated for 12 participants. It served as an opportunity to evaluate the use N-of-1 trials in studies involving people who are visually impaired.

The study centred round an N-of-1 RCT, comparing the accessibility provided by control equipment (Windows computer) against the intervention equipment (Apple iPad). Twelve participants conducted six tests on the equipment as per randomisation, followed by a quantitative-based evaluation and short interviews.

One-sided individual randomisation tests showed a significant result for overall satisfaction in favour of the tablet at the 0.05 significance level for seven of the participants. Participants identified several strengths of the iPad in helping a partially sighted user in accessing the internet: inbuilt zoom and magnification options; increased control as a result of the touch screen; and accessibility tools being built into the operating system. The main limitation suggested was the way the zoom function operates by enlarging the onscreen keyboard. This caused difficulties for those with more severe visual impairments using this function in inputting text.

There has been limited research to substantiate positive reviews of the tablet computer for low-vision users. The results of this pilot study gives evidence in support of these potential benefits, and demonstrates the importance of a more thorough investigation.