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This study aims to examine the effects of iPad distribution on all teachers in a university and its application in teaching and student learning at home via wireless network during the coronavirus (COVID-19) pandemic. The attitude towards the use of iPads, behavioural intentions and the impact on the quality of teaching were evaluated.

This study used the technology acceptance model to explore the use of iPad smart mobile devices in multimedia teaching applications by university teachers. Furthermore, it used the structural equation modelling (SEM) for data analysis to explore the causal relationship between model variables, and it aimed to examine the causal relationship between variables to verify the theory. The SEM analysis included the following two stages: measurement model analysis and structural model analysis.

The “Internet information environment” had a significant positive impact on “perceived usefulness” and “perceived ease of use”. Amongst them, perceived usefulness had a significant positive effect on the use attitude, and use attitude had a significant positive effect on behaviour intention.

The findings confirmed that a good information network environment will directly and positively affect the perceived usefulness and the ease of use of iPad smart devices, of which the perceived usefulness will further positively affect teachers' perception of iPad smart devices. The attitude and behaviour of using such devices will in turn positively affect the quality of teaching. The results of the quality performance evaluation can be referenced further by manufacturers and scholars regarding the use of iPad smart devices for work at home during the COVID-19 pandemic.

This small-scale qualitative case study aimed to investigate English language teachers’ perceptions of the impact of iPads in classrooms in ideal, actual and realistic terms. The study took place at the end of a five-year initiative that saw iPads introduced to English Language classrooms in a UAE Federal Institution. The investigation was carried out from a constructivist epistemology perspective using observations and interviews, analysed through the lens of the SAMR Model (Puentedura, 2010). While curriculum constraints limited the impact in this initiative, the device has the potential to engage students in collaborative tasks and assist in classroom management. A potential two-dimensional SAMR model is proposed, as are opportunities for further research.

ﺗﮭ د ف د را ﺳﺔ اﻟ ﺣﺎﻟ ﺔ اﻟﻧ وﻋﯾ ﺔ اﻟ ﻣ ﺻ ﻐرة ھذه إﻟ ﻰ اﻟﺑ ﺣ ث ﻓ ﻲ ﺗ ﺻ ورا ت ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾ ﺔ ﺣول ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ وﺣﯾ ﺔ ﻓ ﻲ اﻟﻔ ﺻ ول اﻟد ر ا ﺳ ﯾ ﺔ ﺑ ﺻ و ر ة ﻣﺛﺎﻟﯾ ﺔ و و اﻗ ﻌﯾ ﺔ و ﺣ ﻘﯾﻘﯾ ﺔ. و ﻗد ﺑﻧﯾ ت ھ ذه اﻟد ر ا ﺳ ﺔ ﻋ ﻠ ﻰ ﻣﻧ ظ و ر ﻧ ظ ر ﯾ ﺔ اﻟﻣﻌر ﻓﺔ اﻟ ﺑﻧﺎﺋﯾ ﺔ ﺑﺎ ﺳ ﺗ ﺧ دا م اﻟﻣ ﻼ ﺣ ظ ﺎ ت و اﻟﻣﻘﺎﺑ ﻼ ت ، وا ﻟﺗ ﻲ ﺗم ﺗ ﺣﻠﯾﻠ ﮭﺎ ﻣ ن ﺧﻼل ﻋد ﺳﺔ ﻧ ﻣوذ ج SAMR .(Puentedura, 2010) ( ﻓﺑﺎﻟ رﻏم ﻣ ن أ ن ﻗﯾ ود اﻟ ﻣﻧﺎ ھﺞ ﺣد ت ﻣ ن ﺗﺄﺛﯾ ر ا ﻷﺟﮭزة اﻟﻠ و ﺣ ﯾ ﺔ إ ﻻ أ ن ﻟ دﯾ ﮭﺎ اﻟ ﻘد ر ة ﻋ ﻠ ﻰ إ ﺷ ر ا ك اﻟط ﻼ ب ﻓ ﻲ اﻟﻣﮭﺎم اﻟ ﺗ ﻌﺎ و ﻧﯾ ﺔ و اﻟﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ إ دا ر ة اﻟ ﻔ ﺻ و ل اﻟد ر ا ﺳ ﯾ ﺔ. ﺗﻘﺗ ر ح ھ ذه اﻟد ر ا ﺳ ﺔ ﻧ ﻣو ذ ج SAMR ذو أﺑ ﻌﺎد ﺛﻧﺎﺋﯾﺔ، ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻓ ر ص ﻹﺟرا ء ﻣزﯾد ﻣ ن اﻟﺑ ﺣو ث.

This paper describes a small research project undertaken in a technical college in Qatar on the use of iPads in the classroom. iPads were trialed for a semester each in mathematics and physics classes; students completed pre- and post-surveys. Classroom observations were carried out and interviews were conducted with both faculty (N=3) and students (N=19). Over 80% of students reported positively on the iPad as being “helpful” to “very helpful” for learning new things and course materials, for increasing their interaction with online course materials and getting course information and for exploring additional material related to course topics. Faculty perceptions of iPad use in class were also positive.

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.

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.

Mobile devices are increasingly prevalent and may have large ramifications for social studies education, but there has been limited research as to their effectiveness. This study utilized an Apple iPad to explore how a specific application (Explore 9/11) impacted secondary student interactions with primary source narratives and their influence on historical empathy during a War on Terrorism unit in a United States history course. Three sections utilized the iPad, while two used resources found on the iPad, but not the iPad itself. The study found that students using mobile devices had positive experiences in interacting with primary source documents. Students, further, were able to develop a sense of historical empathy as they came across the firsthand accounts of seven individuals’ experiences on September 11, 2001 regardless of whether or not they used the iPads. These findings, as well as their implications for social studies education are discussed.