Students performed better on quizzes for both apps than they had in either app environment. Teachers believed iPads helped students stay engaged in mathematics longer, resulted in more time spent on task, and enabled more differentiated instruction. While students generally reported they enjoyed doing mathematics on the iPad, half preferred paper and pencil. Qualitative data came from interviews with six students and two teachers near the beginning and end of the four month research period. Quantitative data was gathered on student performance in two apps, Addimal Adventure and Splash Math 2nd Grade, as well on the frequency and type of iPad usage. This primarily observational study used both quantitative and qualitative methods to capture a picture of an active program to serve as a source for further questions that may be better answered by experimenting with different treatments. Specifically, it investigated how iPad usage affects student and teacher attitudes toward mathematics, student mathematics performance in and out of app environments, the instructional purposes for which iPads are used in the classroom, and implementation issues of the technology. This study explored the effects of these new instructional devices by focusing on two second-grade classrooms implementing a one-to-one iPad program. However, there is a dearth of research backing up the assumption that they significantly improve student learning. Currently, many schools are implementing one-to-one initiatives, where the goal is to give every student in a classroom a tablet or laptop computer.
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