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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 43 1 Saudi Special Education Teachers’ Perspectives on the Use of iPads to Enhance Communication Skills for Students with Autism Alghamdi, Adil. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 2 Classroom Teachers’ Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism Sutton, Bronwyn M.; Westerveld, Marleen F.; Webster, Amanda A. In: Test Series for Scopus Harvesting 2021 (2021) BASE Show details 3 The iPad - an EFL Revolution? An exploratory study of the iPad in tertiary education in the UAE Peel, R. - : University of Exeter, 2020. : Education, 2020 BASE Show details 4 An exploratory study of the iPad in tertiary education in the UAE Peel, R. - : University of Exeter, 2020. : Education, 2020 BASE Show details 5 Teacher Attitudes Toward Technology Integration in a One-to-One Mobile Device Middle-School Classroom Mosley, Gary L In: Doctoral Dissertations and Projects (2019) BASE Show details 6 Gear diagnosis based on geometric indicators of three-phase electrical signals ; Diagnostic des engrenages à base des indicateurs géométriques des signaux électriques triphasés Frini, Marouane. - : HAL CCSD, 2018 In: https://tel.archives-ouvertes.fr/tel-03204643 ; Physique [physics]. Université de Lyon, 2018. Français. ⟨NNT : 2018LYSES052⟩ (2018) BASE Show details 7 Leadership and Technology Adoption Decisions: Case Study Research ... Downing, Darren J.. - : Graduate Studies, 2018 BASE Show details 8 Effects of an iPad-Supported Phonics Intervention on Identifying and Generalizing Consonant Blends Kendrick, Caitlin In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2018) BASE Show details 9 Promoting Educational Opportunity and Achievement Through 1:1 iPads Thieman, Gayle Y.; Cevallos, Tatiana In: Education Faculty Publications and Presentations (2017) BASE Show details 10 The Effects of Technology on ELL Students Writing Fluency Goundouvas, Aristea In: Masters of Arts in Education Action Research Papers (2017) BASE Show details 11 La réorganisation de notes lexicales en espagnol langue seconde à l'aide de la tablette iPad Langlois, Vincent. - 2017 BASE Show details 12 TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE Wood II, Rick P.. - 2017 Abstract: As technology devices, access, and availability continue to grow exponentially in our society, school systems need to align their educational resources, tools and professional growth programs to have a positive effect on teaching and learning in today’s 21st century classroom. Studies have shown the integration of technology in the classroom can have a positive influence on teaching and learning. The purpose of this study was to investigate teachers’ perceptions of the impact that one device, the iPad©, can impact their instructional practice in the classroom. The goals of this study were to determine the variety of ways that iPads© can be utilized in the classroom, types of professional development that is valuable in technology integration and obtaining teachers’ perceptions towards the usefulness of this technology in the classroom. This study used a known measurable tool, the SAMR model, to quantify the integration levels of technology in the classroom. The framework of the SAMR model places technology use into four categories: Substitution, Augmentation, Modification and Redefinition. Modification and redefinition are the highest tiers of technology integration, which exhibits the creation of tasks in the classroom that would not be possible without the use of technology. This study was conducted in a private, 9-12 high school which has implemented a 1:1 iPad© program since 2013 and is located in a rural/suburban area with 99% of the students matriculating to higher education. The findings of this study indicated a very high frequency and variation of iPad© use by teachers and students, with the majority of the teachers and students using the device everyday, mostly in the SAMR categories of substitution and augmentation. Teachers having the most total years teaching and the most years teaching with the iPad© were more likely to consider themselves above average or leaders in using technology in the classroom. Teachers that self-reported as above average or leaders in technology use also placed themselves in the two higher tiers of the SAMR scale, with Apple Educator certification being the most influential factor. In their professional development, teachers reported the use of in-house workshops as the most effective method to learn new technologies. When surveyed on the specific types of professional learning teachers needed to vary instruction, their primary response centered on receiving training on how to utilize technology to personalize learning for their students. In order to effectively use the technology in the classroom, teachers believed professional development sessions that focused on curbing student distractions were most valuable. Professional development that emphasized best practices to align the technology to their specific subject area was stated as most significant by teachers in order to increase technology integration in their classroom. Teachers felt the most positive impacts that iPads© had on their instructional practices included the increased access that students have to learn information, the ability to create assignments that would be impossible without the technology, and the ability to vary assessments with using the iPad©. Student plagiarism was the area of most concern for teachers when surveyed on ways that the iPad© can inhibit teaching and learning. Teacher experience, certifications, frequency of technology use in the classroom, professional development, and teacher perceptions and attitudes towards technology are realized as contributing factors in technology integration in a secondary school classroom. Keyword: Educational technology; iPad; SAMR; Secondary education; Teacher education; Technology URL: https://doi.org/10.13016/M2JW86P6Z http://hdl.handle.net/1903/20298 BASE Hide details 13 Music lessons from a tablet computer: the effect of incorporating a touchscreen device in teaching music staff notation to students with dyslexia Witmer, Nancy. - 2016 BASE Show details 14 Is Technology the Answer? Investigating Students' Achievement and Engagement in Mathematics Schuetz, Rachael. - : University of Oregon, 2016 BASE Show details 15 Factors shaping e-feedback utilization following electronic objective structured clinical examinations Ashby, Samantha E.; Snodgrass, Suzanne J.; Rivett, Darren A.. - : Wiley-Blackwell, 2016 BASE Show details 16 Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations Ashby, Samantha E.; Snodgrass, Suzanne H.; Rivett, Darren A.. - : Wiley-Blackwell Publishing Asia, 2016 BASE Show details 17 Development and preliminary testing of tablet application to increase reading motivation and summarization for adolescent students with ADHD ... Pinna, Joanne E.. - : Maryland Shared Open Access Repository, 2015 BASE Show details 18 Contributo do ipad® para o desenvolvimento e aprendizagem de uma criança com limitações motoras e sensoriais Lopes, Catarina Almeida. - 2015 BASE Show details 19 Practical assessment on the run – ipads as an effective mobile and paperless tool in physical education and teaching Franklin, Roslyn M; Smith, Jubilee In: School of Education (2015) BASE Show details 20 Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents Zakrzewski, Jennifer. - : Digital Commons @ University of South Florida, 2015 In: Graduate Theses and Dissertations (2015) BASE Show details Page: 1 2 3

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