Study Finds Benefits In Use of iPad As Educational Tool

This is an excerpt from an article published on Emerging Tech

The study looks at the use of iPads at the Longfield Academy, where a large scale 1 to 1 iPad program was implemented last year. A brief overview of this groundbreaking study is provided below:

Longfield Academy in Kent, England is a recently built school covering years 7 through 13 (ages 11 to 18). Over 800 students (the vast majority of students at the Academy) had or were issued iPads, across the full spectrum of grade levels (although not everyone had one, apparently a small percentage of students used other devices).

The study used surveys to assess the impact of iPad use on motivation, quality of work, achievement, collaboration, and other factors.

Among the findings:

  • 77% of faculty respondents felt that student achievement appeared to have risen since the introduction of the iPad
  • 73% of students and 67% of staff felt that the iPad helped students improve the quality of their work
  • 69% of students that completed the survey felt that using the iPad was motivating and that they worked better with it than without it
  • 60% of faculty thought that students were more motivated by lessons that incorporate the iPad than those that did not
The full study report can be found here. 

Related posts:

  1. Article from Mobl21: why the iPad a great learning tool
  2. How Schools Are Putting the iPad to Work
  3. Why the iPad is such a great learning device
  4. Emantras releases Mobl21 HD for iPad
  5. The iPad goes to K-12 schools
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3 Responses to Study Finds Benefits In Use of iPad As Educational Tool

  1. Pingback: Study Finds Benefits In Use of iPad As Educational Tool | Mobile Learning Blog | mLearning and ELT Apps | Scoop.it

  2. Pingback: Study Finds Benefits In Use of iPad As Educational Tool | Mobile Learning Blog | Android apps for language teachers | Scoop.it

  3. Education says:

    IPads are the best way in this time to get knowledge and latest updates about the education.

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