IPads in Education DeTienne 1

Elizabeth DeTienne
Writing 2010, Erin Rogers
Literature Review
IPads in Education
Technology has become involved in many areas of modern-day life. An ongoing
conversation which addresses the effectiveness of iPads in education has arisen.
The point most addressed in the discussion of iPads in education is the customized
learning it promotes. Christina Bonnington, a writer for WIRED, argues that iPads engage the
students (Bonnington, 2012. p. 1). An article by coauthors Therese M. Cumming of the
University of New South Wales and Cathi Draper Rodriguez of California State University-
Monterey Bay supports this claim with research. By studying the necessary number of prompts
to keep a student on task, their study found that when students were learning using an iPad, their
engagement measurably increased (Cumming & Rodriguez, 2013, p. 1). Another case made for
the customized learning is that it removes barriers for the students. Dan Edwards, a director at a
school called the Stephen Perse Foundation, explains that the students are moving faster than
ever expected, and they have needed to rework curriculum to accommodate the quickly
advancing students (Dredge, 2014, p. 1). J ulia Llewellyn Smith, a journalist for The Telegraph,
mentions the great potential in technology. Each student moves at his own pace, and,
theoretically, then no child will get bored (Smith, 2013, p. 1). Students in a university science lab
agree to the benefits of the customized learning from an iPad. They continue the positive trend,
adding that this technology facilitates organization and neatness. The ability to type, take
pictures, etc. helps the students to organize information comprehensively (Hesser & Schwartz,
2013, p. 4).
IPads in Education DeTienne 2
Sources further argue that the iPad in education is beneficial due to its interactive and
hands-on nature. Dredge writes about the Stephen Perse Foundations technological success. For
example, the students are able to practice programming on their tablets and develop skills
applicable to the real-world workplace. A teacher at the school emphasizes the positive shift in
learning, saying that the students may use the tablets to create, rather than consume (Dredge,
2014, p. 1). Smith contributes to this argument, applying the attributes to an earlier stage of life.
She says that instead of a computer mouse, which requires the mental development of a five or
six year old, a touchscreen like that of an iPad allows technological learning very early on in a
childs life (Smith, 2013, p. 1). The research of Hesser and Schwartz agrees that the iPad is
interactive and beneficial. They propose that students may become more engaged in lectures. For
instance, students can give responses to the instructor in class, and those responses can be
actively monitored (Hesser & Schwartz, 2013, p. 4).
The iPads impact on students comprehension level is disputed and remains unclear.
Smith explains that it unrealistic to have research which will keep up with the fast-paced realm
of technology. All we do know is that its happening so fast, its hard for research into its
effects to keep pace (Smith, 2013, p. 1). She later states, however, that the Department of
Education believes that learning with iPads is no improvement over learning with textbooks, sans
the novelty of the technology. Bonningtons article disagrees with both of these propositions.
Bonnington cites a study done by Apple and Houghton Mifflin Harcourt that showed a 20%
higher passing rate from Algebra 1 students with use of the iPad. Another study she cites
explains that 5
th
graders showed a 15% improvement in their test scores with the use of the iPad
(Bonnington, 2012, p. 1). Smith, however, continues fighting against use of the iPad. She quotes
IPads in Education DeTienne 3
a university lecturer who says that technology has caused a diminished ability of students to
reason, learn and understand (Smith, 2013, p. 1).
Other aspects of the conversation discuss the cost of iPads in education. Bonnington
presents two opposing sides of the issue. She explains that while e-books will save schools
money, especially over time, the iPads still present a huge initial investment for the schools
(Bonnington, 2012, p. 1). Smith brings up a third position on the money side of iPads. She claims
that schools can employ fewer teachers with the implementation of iPads (Smith, 2013, p. 1).
The article from Hesser and Schwartz also addresses the cost associated with iPads in education.
Their article notes that an iPad could replace a laptop and would cost less. A tangent to this is
that using an iPad, when used in the classroom, can easily reduce paper use and can save money
in that respect (Hesser & Schwartz, 2013, p. 4).
An important feature of the iPad in classrooms is its presentation. Yusup Hashim
promotes the iPad as beneficial due to its mobility (Yusup, 2014, p. 4). Bonnington adds to this,
saying the iPad is engaging for students. Further, the iPad offers a pleasant package in its
elimination of the visual of a formidable textbook (Bonnington, 2012, p. 1). Smith notes the
effect this has had in students in a quote from Paola Calderaro, a director at Goffs school. Our
most reluctant readers, she explains, are finishing books for the first time just because theyre
on Kindles (Smith, 2013, p. 1). Paola explains here the miraculous effect of the presentation
brought by the use of tablets in education.
The iPad is sometimes argued as a necessary part of education in order to meet cultural
demands. Dredge argues that skills in technology are important for the workplace. He then
argues from a different angle: that of pure demand. He cites a study by Samsung which found
that 57% of parents believe that schools should invest more in technology (Dredge, 2014, p. 1).
IPads in Education DeTienne 4
Smith builds on Dredges claims. She calls technological skills necessary for students to get
jobs. Her claim: Technology has taken over every aspect of our lives, so our children have to
learn how to master it, if theyre to be employable (Smith, 2013, p. 1).
The iPad has many benefits. Yusup observes that the iPad works as an effective platform
in the classroom. It serves to facilitate collaboration and the sharing of ideas among students
(Yusup, 2014, p. 1). A comment from the article of Hesser and Schwartz adds another benefit.
The iPad, according to the article, has several tools readily available, like the periodic table, the
internet, pictures, and notes, all together in one place (Hesser & Schwartz, 2013, p. 4). The undo
and redo options available with this technology allow for quick and efficient work.
A few articles mention the downsides to iPads in education. Smith points out the flaws in
the prevalence of technology. The bright screens of technology, like on iPads, cause sleep
deprivation and a hindered ability to solidify memories and to concentrate (Smith, 2013, p. 1).
She points out that this is especially dangerous for the developing minds of children. Yusup
points out flaws of the iPad itself. The iPad is overly dependent on the Internet. Yusup also
claims that the iPad screen is too small (Yusup, 2014, p. 5). Hesser and Schwartz continue this
list. They argue that initially, the introduction of technology into schools can make for a rough
transition. They also articulate a major problem with technology in education. IPads, they
explain, can easily become a distraction that adversely affects the learning experience (Hesser
& Schwartz, 2013, p. *****).
The iPad exists as a possible major improvement for the modern schooling system. The
iPad in schools allows for customized learning. Learning with the iPad is interactive and
promotes stronger mental development. Some sources argue that the iPad promotes higher
comprehension, while other sources argue for lower comprehension. Sources agree that while the
IPads in Education DeTienne 5
initial cost of iPads is steep, the long-term cost is reduced as compared to traditional methods.
The presentation of iPads allows for a more effective learning experience. Cultural demands also
promote the introduction of iPads into schools. Further benefits exist, but possible downsides
may counteract the iPads positive characteristics.




References
Bonnington, Christina. (2012 J anuary 23). iPad a solid education tool, study reports. Retrieved
from http://www.cnn.com/2012/01/23/tech/innovation/ipad-solid-education-tool/

Cumming, Therese M., & Rodriguez, Cathi D. (2013 October 1). Integrating the iPad into
Language Arts Instruction for Students with Disabilities: Engagement and Perspectives.
Journal of Special Education Technology, 28, 1-11. Retrieved from
http://web.b.ebscohost.com.ezproxy.lib.utah.edu/ehost/detail?sid=ffadda06-580f-41f3-
9b5b-73506e08a02d%40sessionmgr112&vid=1&hid=126&bdata=
J nNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eft&AN=91911049

Dredge, Stuart. (2014 J anuary 27). Tablets in schools: coding, creativity and the importance of
teachers. Retrieved from http://www.theguardian.com/technology/2014/jan/27/tablets-
schools-coding-kids-education-ipad

Hesser, T. L., & Schwartz, P. M. (2013). iPads in the Science Laboratory: Experience in
Designing and Implementing a Paperless Chemistry Laboratory Course. Journal Of
STEM Education: Innovations And Research, 14(2), 5-9. Retrieved from
http://web.b.ebscohost.com.ezproxy.lib.utah.edu/ehost/detail?sid=4dd4bfa2-2496-4abe-
977b-724b630d8f14%40sessionmgr115&vid=1&hid=126&bdata=
J nNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ 1006878

Smith, J ulia Llewellyn. (2013 August 12). Meet your childs new teacher: the iPad. Retrieved
from http://www.telegraph.co.uk/education/10230335/Meet-your-childs-new-teacher-the-
iPad.html

Yusup, Y. (2014). Preliminary study on teachers' use of the iPad in bachelor of education
program at a private university in Malaysia. Techtrends: Linking Research & Practice To
Improve Learning, 58(2), 14-19. doi:10.1007/s11528-014-0732-y