Elementary 1:1 iPad Implementation: Successes and Struggles During the First Year

Abstract

This mixed-method case study followed K-5 elementary teachers through their first year of 1:1 iPad adoption in one elementary school. All teachers in the school were surveyed in September and December 2015 and May 2016. Focus groups consisting of two teachers from each grade level were held during these same months. Teacher perceptions were gathered in regard to iPads in curriculum, management, differentiation, collaboration, assessment, and inquiry learning. Struggles during the first year included lack of professional development, rushed decisions made by administration, technical problems, and poor planning. Success was found in differentiation and improvement throughout the year.