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ERIC Number: EJ1036123
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-0738-0569
Examining Differentiation and Utilization of iPads across Content Areas in an Independent, PreK-4th Grade Elementary School
Milman, Natalie B.; Carlson-Bancroft, Angela; Vanden Boogart, Amy
Computers in the Schools, v31 n3 p119-133 2014
This mixed methods case study examined the implementation of a 1:1 iPad initiative in a suburban, co-educational, independent, preK-4th grade elementary school in the United States. This article focuses on how teachers used iPads to differentiate instruction and across multiple content areas. Findings show the processes by which teachers employed iPads demonstrated a myriad of teaching and learning opportunities. Overall, teachers integrated iPads into the existing curriculum to complement or enhance their lessons, provide different choices for students to engage with content, or for them to delve deeper into the content. Additionally, iPads were often used in interdisciplinary ways, involving a combination of at least two different content areas during one lesson.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A