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ERIC Number: EJ1138413
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: EISSN-2331-186X
Longitudinal Study on Impact of iPad Use on Teaching and Learning
Tay, Hui Yong
Cogent Education, v3 n1 Article 1127308 2016
iPads are so ubiquitous now that one sometimes forgets that they came onto the scene and into schools only very recently in 2010. Hence, there is relatively little empirical data of their impact on teaching and learning. This paper presents the findings of a 3-year study undertaken in an all-girls' secondary school that piloted the use of the iPad through a project called Prototype 21st Century Class (P21C[superscript 2]). The project was launched with four classes in 2011 before scaling up to half the school by 2013. In this study, empirical data through lesson observation was triangulated with perception surveys and group interviews of both teachers and students. It was found that the use of iPad was associated with more learner engagement and collaboration. It also found that the P21C2 pioneers, particularly the low and high ability groups, performed better than their peers in the year-end examinations.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A