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ERIC Number: ED571697
Record Type: Non-Journal
Publication Date: 2015
Pages: 123
Abstractor: As Provided
ISBN: 978-1-3397-3583-2
iPad Use in Seventh Grade Math: Parent and Student Perceptions
Corbett, Robin
ProQuest LLC, Ed.D. Dissertation, Lamar University - Beaumont
The purpose of this qualitative research study was to compare student and parental perceptions of mobile technology use, specifically iPads, in seventh grade math classrooms and at home. How students and parents perceive the use of iPads within the seventh grade math classroom and how students and parents perceive the influence of iPad use at home were addressed in this research study. Data were collected using the focus group interview method. Four focus groups, a total of 10 students and 10 parents, were chosen for the research study using a convenient yet purposeful sampling method. Major findings of this study included: the students' use of educational apps in the math classroom; student and parent perceptions that the iPad provided immediate feedback along with connectivity with peers; how the iPad is used at home; and the distraction aspect of the iPad. As a result of these findings, school and campus administrators, should consider developing guidelines for teachers that address the use of iPads in the math classroom, monitoring of the use of iPads in the math classroom, guidelines for home use of the iPad, and offering a parent iPad information session at the beginning of school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A