Using iPads effectively to enhance learning in schools: All content

This MESH Guide is based on Kevin Burden, K., Hopkins, P., Dr Male, Dr. T., Martin, Dr. S., Christine Trala, C. 2012. iPad Scotland Evaluation. University of Hull. Available at:

http://www.e-learningfoundation.com/Websites/elearningfoundation/images/PDF%20Documents/iPad_Scotland_Evaluation.pdf [Accessed 13th Dec 2014]

The iPad Scotland Evaluation is a case study of mobile technology adoption in eight individual educational locations in Scotland (3 primary schools, 5 secondary schools) that differ significantly in terms of demographics, infrastructure, the approach taken by the Local Authority and readiness to implement the use of tablet technology for learning and teaching .

In addition to iPad teacher champions and parents from each school, 365 students ranging in age from P3 (7-8yo) to S2 (13-14yo) and equipped with iPads were involved in the study.

A mixed methods approach collected both quantitative and qualitative data from students, teachers and parents. Methods included:

• a baseline survey for students (n = 261) and teachers (n= ) and parents (n= 138);
• an exit survey for students (n = 262) and parents (n = 86);
• interviews with lead teachers and focus groups with students in each school;
• collection and analysis of data produced by students on the iPad, including students logs maintained by a representative selection of students in each school.

The study took place between March and October 2012 and the mobile technology used was the Apple iPad1.

• Large scale case study conducted over six months (Jan-July 2012) in 8 schools across Scotland (3 primaries and 5 secondaries)
• Sample included 365 students varying in age from P3 to S2, iPad teacher champions in each school and parents from each school
• A mixed methods approach collecting both quantitative and qualitative data from students, teachers and parents. Methods included:
  • a baseline survey for students (n =) teachers (n= ) and parents (n=)
  • an exit survey for students (n = ) and parents (n = )
  • interviews with lead teachers and focus groups with students in each school
  • collection and analysis of data produced by students on the iPad, including students logs maintained by a representative selection of students in each school

iPads were deployed in one of three configurations:

• Class sets - in this configuration students only get to use iPads in specific lessons when they are issued by the teachers. This is the least personalised model of deployment (1 school adopted this model)
• Personal use in schools - in this model students are allocated an iPad as a personal tool to use in every lesson but only within school. They are not allowed to take it home (1 school adopted this model)
• Personalised - in this model students are allocated the iPad on a personal basis and they are able to use it both in and outside of school. This was the most common pattern of depolyment used in 6 of the case study schools

The iPad is a consumer device used increasingly in a corporate setting such as a school or college. Certain infrastructure issues were identified in this research which were highlighted as crucial for an effective deployment of iPads at scale:

• Wi-Fi must be robust and pervasive across the campus enabling large numbers of users to access and use it simultaneously
• Locking the device down excessively appears to be counter-productive as it does not encourage the user to take personal responsibility for it or for their learning linked to it
• Excessive filtering and control of the device is counter-productive since it does not teach the student how to be aware of potential dangers and how to tackle these effectively

Various factors were identified as necessary before a successful deployment of iPads/tablets is likely to be successful in a school context:

• Teachers need to be equipped with their own personal iPad which they can learn to use through 'play' in advance of the full deployment
• Traditional models of ICT training are less effective since the iPad is very intuitive. Teachers learn best through informal, show and tell activities and by forming their own self help communities (e.g. Teach Meets)

Agency - Personal ownership of a powerful device like the iPad empowers learners to be more independent but teachers need to engineer the conditions for this to flourish by:

• Providing learners with more opportunities to decide how to undertake a task, where to work on the task and at what pace.
• Developing greater trust with learners to be independent learners.
• Considering how to trust learners to use the iPad to research and locate infomration for themselves, reducing the role of the teacher as 'information giver'.

The volume of technology use in a school expands significantly when students have a personal iPad but more importantly its use to support learning in lessons on a daily basis also increases enabling teachers to plan new and more creative types of activities they could not previously adopt.