While tablets and lightweight laptops have become commonplace in the K-12 classrooms, previous studies have shown mixed results on the effectiveness of these mobile devices with respect to learning. Based on the Substitution, Augmentation, Modification, and Redefinition pedagogical framework and the international society for technology in education technology standards, this mixed-methods research study examined what teachers in a large diverse urban school district in Midwest United States did in their classrooms and what students expected from learning with iPads. The results show that the majority of instructional activities are at the levels of Substitution and Augmentation that focus on information search, worksheet practice, and online textbook reading, even though student perceptions reflected strong expectation of utilizing iPads for tasks that involved communication, collaboration, creativity, and critical thinking. Multiple factors that contributed to mismatched instructional patterns and student expectations are highlighted in the study.

This study examines the impact of iPad integration on teaching and learning activities in a large school district in Midwest United States. Forty social studies classrooms received iPad carts to engage students in learning. Teachers received professional development opportunities in the forms of workshops, conferences, one-to-one coaching, and online communities. The findings showed positive impact on student learning in the areas of digital literacy, engagement, collaboration, productivity, and creativity. Facing shifting pedagogy to learner-centered learning, teachers have also found increased opportunities for collaboration and creativity. Technology anxiety and distraction remain the main challenges for teachers and students. School districts need to promote collaboration in learning circles, one-to-one mentoring, and transformative modeling as the best practice for iPad integration.

This case study reports findings from a four-month pilot project of one-to-one learning with iPads in four 9 th grade Geography classrooms in a large K-12 school district in the United States.The findings of the study revealed many promising opportunities and technical challenges for both teachers and students.The positive impact of iPad integration on student learning includes active engagement, increased time for projects, improved digital literacy, and digital citizenship.The challenge for student learning is mainly distraction by the multitude of irrelevant apps and Websites.With regard to instructional activities, the positive impact includes the implementation of student-centered activities and enhanced teaching practices with updated information.The challenges include a lack of teacher-selected apps and the need for more time to prep and conduct training.Faculty professional development has also played an important role on teaching practices.This study recommends continuous faculty development and student learning support through innovative approaches to transform one-to-one learning with iPads in the classroom.