Amanda Hawley

Case Study Project

EDUC 515

Case Study
iPads vs. Chromebooks in the Classroom
Amanda Hawley
Azusa Pacific University

Amanda Hawley
Case Study Project
EDUC 515
Abstract
Within the world of Educational Technology one of the new trends is schools being
1:1 with their technology. 1:1 technology is an amazing concept, but unless the
program is well thought out it can be completely unsuccessful. Schools need to
carefully consider what device will work best for their specific needs, and then
invest in training so that teachers know immediately how to make the most out of
the technology. This paper will discuss the difference between iPads and
Chromebooks, and review their use in other districts around the United States.
Finally, a summary of the findings will provide a recommendation for St. Joseph
Catholic School in Placentia, CA for the implementation of their 1:1 technology
program in the fall of 2015.

Amanda Hawley
Case Study Project
EDUC 515

Introduction
As a brand new Technology Coordinator and Teacher at St. Joseph Catholic School (SJS)
in Placentia, CA, this year has been full of learning for me. When I came on staff at the school
this past summer I did not come in with no knowledge of the school. I have three children,
grades 6, 4, and 2 this year, who have each attended St. Joseph since kindergarten. Although I
am new to the staff this year, I am well aware of the workings of the school and what
technologies they already had in place.
The previous Technology Coordinator had made the decision about 4 years ago to be a
PC based school. Our school has one class per grade, including TK through 8th grade. Each of
the grade level classrooms, as well as our resource room, has 3 - 4 Dell desktop computers so
the students can take AR tests, research papers, or do simple projects. These are our oldest
computers at the school and are slowly dying off one by one. The newest computers are also
Dell desktops and are used as the teacher computers at their desks, as well as in my computer
lab. I have 20 computers in the computer lab and they are used by all grade levels. The
computers have internet search capability and the full suite of Microsoft Office 2010.
Each year we hold our annual fundraising Gala Dinner Dance for the school. The profits
go directly towards the operation budget for the school, but we also hold a fund-a-need collection
where parents have the opportunity to give money towards a certain need the school has. In
2013 the fund-a-need was for our technology program. The school was given just over $10,000
during this collection. That money was used to buy iPad airs for the entire staff at SJS. They
received their iPads this past November and most of the teachers have been using them,
combined with Airserver, regularly in the classroom.
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Amanda Hawley
Case Study Project
EDUC 515

Although we are our own entity as a school, SJS is still a part of the Diocese of Orange
and needs to follow certain guidelines. In the area of technology the superintendent has
mandated that all of the schools in the diocese are required to have at least one classroom in the
school using 1:1 technology by fall of the 2015-16 school year. Most of the schools in the
diocese have achieved this goal already, but our small school with a very small operating budget
is just now putting this plan into place. It has been decided that our 1:1 program will begin next
fall with the middle school classes, consisting of 6th through 8th grade. The question that we are
now facing is what technology we are going to make this move with, iPad or Chromebook.
iPad Pros and Cons
Pros
Roshni Mirchandani in her blog post so aptly refers to the iPad as "The Popular Kid"
(Mirchandani, 2013) I certainly agree with this nick name, as the family of apple products are
the first ones mentioned when someone talks about phone or tablet technology. At the beginning
of the school year I need to spent a significant amount of time with the TK, Kindergarten, and
even 1st Grade students just working on mouse skills in the computer lab. This generation is so
used to tablets and smart phones that they only know how to swipe and use their finger rather
than use a curser. If iPads (or tablets) are what they are using at home, then isn't that a
technology we should use in the classrooms as well?
Although Google is working to catch up, at this time the apps offered on iPads are simply
unparalleled by any other devices. There are over 150,000 apps available to choose from, with
many of them being free or having free versions. (Secured Gene Networks) A significant

Amanda Hawley
Case Study Project
EDUC 515

amount of these apps are education based and could be easily integrated into multiple grade
levels. In the blog post by Jonathan Cohen, "The Great Debate: iPad vs. Chromebooks" Cohen
compares the number of apps available having to do with multiplication math. Within the app
store he found 508 available apps, as compared to just 48 found in the Chrome Webstore.
(Cohen, 2014) Creativity apps such as iMovie and Garage band, combined with the easy use of
the still camera and video camera make the iPad an excellent choice for the creation of creative
projects. Going along with all of these apps that are available, if Airserver or Apple TV is
installed on the classroom desktop then the teacher can have students mirror their iPad screens
up onto the board using a projector. This makes it extremely easy for teachers to check for
understanding and students to share their work.
The portability and size of the iPad is certainly something to talk about. Weighing in at
just 1.44 lbs, iPads can easily be slipped into backpacks, carried around by students, and be kept
on a desk without it taking up too much space. One of the intents of the Diocese of Orange with
the 1:1 program is to be able to have the students bring home their devices each night to work on
their assignments. Collaborative assignments are huge in Common Core Curriculum, and to
have a technology where the students can easily access online documents that can be modified
by multiple students is absolutely necessary. In addition to the portability of iPads is their longer
battery life. The iPad battery life clocks in at 9 hours vs. Chromebooks which last right around 6
hours. (Secured Gene Networks) If an iPad is fully charged it should last two full school days
before it needs to be recharged. It can also be charged from multiple devices, not just with a wall
plug.

Amanda Hawley
Case Study Project
EDUC 515

Cons
As any good Apple user knows, one of the biggest cons of being a faithful iOS fan is the
cost. An iPad Air will cost between $499 -$699, depending on the amount of memory. (Secured
Gene Networks) iPad Mini's can be cheaper, but are not as preferable for the larger hands of
middle school children, as will be in our case at SJS. Although I mentioned the size and
portability within the pro section of this paper, it also has its drawbacks. Because of its smaller
size and how thin it is, it is extremely important to purchase a protective cover as well as a
keyboard so that any reasonable amount of typing can be completed using the device. As Forrest
states in his article, "there are a plethora of aftermarket keyboards and keyboard cases available,
but that adds to the overall cost of each device and becomes a separate accessory that the student
has to keep up with." (Forrest, 2014) In addition, along with the smaller size of the iPad, comes
a smaller screen size. It takes much longer to write papers or make presentations using an iPad.
(Triemstra, 2014)
File sharing is important in a school environment, not only between teachers and
students, but also in collaborative work. The iPad has apps that use the Google platform, but
they are certainly not as easy to use and share documents on as would be with a Chromebook.
There is also a lack of SD card slot and USB ports on an iPad. Sharing needs to be done through
either email, downloading, or a cloud based share site. (wazmac, 2013) Along with filesharing,
Catapano points out that "there is no one resource that allows for students to create and submit
work, and for teachers to easily receive, organize, grade and return work. Performing a
multitude of tasks requires the use of several different apps. In many cases this might create

Amanda Hawley
Case Study Project
EDUC 515

more work than just receiving paper copies of work and grading it in the traditional way."
(Catapano)
Chromebook Pros and Cons
Pros
Working in a small private school, one of the subjects that constantly comes up anytime
we want to do anything is money. Not only do we need to worry about having enough money in
the budget for normal expenses, but when we implement larger scale projects like a 1:1 program,
we need to go to the parents. Parents are already paying a significant amount of money for their
students tuition so telling them that they need to buy a device on top of that is something that we
take very seriously. When looking at the cost difference between the iPad and Chromebook,
there is a significant difference between the two. Chromebooks cost between $200 - $300
dollars and do not require a case or keyboard. (Forrest, 2014) Another pro of a Chromebook is
Google's commitment to education. SJS uses a Google based email system and we have been
working on assigning accounts to the middle school students. If we used Chromebooks then
Google Apps for Education (GAFE) would allow students to log into their own device and have
all of their files whenever they do. GAFE makes it easy to manage devices, add Google tools,
and push out apps to students. The Chrome Web Store is more focused on educational and
productivity apps geared towards academia and business. (Mirchandani, 2013)
Essentially, Chromebooks are mini computers. Part of the ease of use of Chromebooks
are that they feel very much like a little laptop. The overall similarities to a traditional laptop can
make for a smooth transition to higher education, especially when curriculum relies heavily on

Amanda Hawley
Case Study Project
EDUC 515

traditional assessments such as papers, presentations, and spreadsheets. (Holland, 2013) Middle
school students who are preparing for High School could really benefit from the feeling of using
a laptop type of computer, and have an easier time editing their writings on it. In addition, using
GAFE, Chromebooks make it incredibly easy to share files with teachers and among fellow
students for collaboration. If students forget their Chromebook at home or do not have it
properly charged, it is easy for them to log onto another computer, under their user name, and
have full access to everything that they had on their own Chromebook.
Cons
The cons that come along with the Chromebook mostly revolve around its lack of apps
and limits with its operating system. It is not possible to install Microsoft Office or any other
application onto a Chromebook. You must only use Google's office products, whereas with
iPads you can download apps that allow you to use the Microsoft Office suite. Also, the Chrome
OS does not recognize all files that a normal computer would. Although this little computer
looks so much like a laptop, it really just is Google Chrome installed on a notebook. If a student
takes the computer home to work on assignments and they do not have wireless internet then
they cannot use the computer. If the internet goes down at school for any reason, the computer
will be useless. BIG con.
Looking at Other Schools
Part of the process of deciding which program would be best for our school entails going
out and looking at other school models to see what they use. Since the Diocese of Orange gave
the directive a few years ago that all schools were to be 1:1 by the Fall of 2015, there are a great

Amanda Hawley
Case Study Project
EDUC 515

many schools within the Diocese that have already achieved that goal. One such school, St.
Francis in Yorba Linda is close in proximity to us and is a school that other families consider
when they are looking to enroll their students in a Catholic School. St. Francis began their 1:1
program a few years back, starting with the middle school classes. Each student in middle
schools uses an iPad that they not only utilize during the school day, but also take home each
night to complete homework. In addition to the middle school having iPads, there are 3 carts
available to K-5th grade to be checked out with 10 iPads on each cart. Two years back, after the
success of their iPad 1:1 program the school decided to change out all of their desktop computers
for both teachers and the computer lab from a PC based system to an iOS based system. This
change was funded by parents donations at their annual dinner dance auction.
Another school that is direct competition to St. Joseph for student enrollment is St.
Juliana in Fullerton. St. Juliana is actually closer of a match to St. Joseph in that it has just one
class per grade and is a little lower of a socio-economic area than St. Francis. St. Juliana has
been a Mac school from the very beginning and they have a full computer lab of iOS computers.
For their 1:1 program it was not a question of what device to go to. They went iPad. Students
and teachers alike have been thrilled with the program. Although they do not yet have handheld
devices for the younger grades yet, the middle school has flourished with theirs.
Looking at these two schools and what devices they use is a huge influence on what St.
Joseph should choose for their 1:1 device. Like it or not, when a family is considering where to
send their children to school, we need to be competitive with these two schools. If having iPads
over Chromebooks makes us more competitive then we certainly need to factor that into the
consideration. Beyond these other schools, the superintendent for the Diocese of Orange is a
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Amanda Hawley
Case Study Project
EDUC 515

huge iPad fan. Anytime we have diocese wide trainings the majority of the technology revolves
around iOS devices or iPads. Researching large school districts around the United States and
their implementation of 1:1 can only take me so far. What is really important to our school and
our students is considering the schools around us and the diocese we are in. If that is the case
then iPads are certainly the winner for this round.

What is best for SJS?

Now that all of the pros and cons have been written and considered, it is time to think
about what is best for my sweet little school. Beth Holland presents 4 questions to ask before
choosing a technology device for the classroom. (Holland, 2013) Here are the questions and my
answers relating to SJS:
What will best support my students learning?
Although SJS is a private school, the Diocese of Orange has adapted the Common Core
Standards for use in our classrooms. A large part of the CCS is the integration of technology
within the standards. Students need to be able to type progressively longer pages of information
in one sitting, therefore their keyboarding skills need to be as excellent. That being said, the
technology integrated is not just about typing. It is also about creativity, information sharing and
presenting. We currently have computers, both in the classroom and in the computer lab, that
provide the support to type papers and create basic presentations. What we lack is the ability to
allow students to create out-of-the-box presentations and different types of projects. iPads would
allow students to do this. One of the other areas of learning that we could use improvement on at
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Amanda Hawley
Case Study Project
EDUC 515

SJS is supporting our high and low learners. Using apps that can effectively differentiate
instruction would be a great help in aiding students who need extra support.
What do I want my students to do?
What do I want my students to do? I want my students to do exactly what is intended in
the Common Core Standards. I want them to learn in a way that they can explain major ideas
right back and use critical thinking skills to solve problems. Within technology I would like my
students to be able to know the full capabilities of the Microsoft Office suite or similar programs.
I would also like my students to be able to express themselves and their learning in a creative
way.
Where does my school want to go?
SJS is a small private school in an area where the public schools are excellent, and the
other private schools in the area are just as good. We are in competition with all of them. My
school wants to build our enrollment and gain a reputation in the community as a
technologically advanced school who prepares their students not only for high school, but also
for the life beyond. We are setting the foundation upon which all of our students will stand and
continue to build.
iPad or Chromebook?
So here is the big question. Now here comes the ironic part...in my opinion there is no
definitive answer to this question besides maybe "both". I have come to realize that comparing
iPads and Chromebooks is like trying to compare apples and oranges. They are too different in
what they can do to decide between them. In reflecting on these questions it makes it clear that
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Amanda Hawley
Case Study Project
EDUC 515

we need to find a way to use both of these technologies in our school. Although our current
technology set up is not ideal, we still have a functioning computer lab that will last hopefully for
a few more years with proper care and maintance. This computer lab will enable to me to
continue to teach the basic computer and keyboarding skills to the younger grades, and more
creative presenting skills to the elementary students so that they are ready to jump right into the
1:1 program middle school. The older computers within the classrooms are failing quickly and
will need to be replaced very soon. This is where I feel that Chromebooks would fit the best into
our school. They will provide the ability to create documents, search the internet, blog, and take
AR tests that classroom level teachers need.
Within the middle school and our 1:1 program that will beginning in the Fall, it is my
opinion that the best option for our students would be iPads. Yes they cost more, and yes they
have limitations, especially when it comes to word processing, but the capabilities for our
students to work creatively and asynchronously cannot be ignored. The students will still have
the desktop computers or Chromebooks in the classroom, and also the ability to use the computer
lab whenever they needed. Best of both worlds, right?

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Amanda Hawley
Case Study Project
EDUC 515

Bibliography
Catapano, J. (n.d.). Teachhub. Retrieved December 2014, from
www.teachhub.com/advantagesdisadvantages-ipad-classroom
Cohen, J. (2014, July 29). Espark Learning. Retrieved December 2014, from
www.blog.esparklearning.com/the-great-debate-ipads-vs.-chromebooks
Forrest, C. (2014, December 3). Tech Republic. Retrieved December 2014,
from www.techrepublic.com/article/chromebooks-leapfrog-ipads-in-us-educationmarket-for-first-time-heres-why/
Holland, B. (2013, January 22). Edudemic. Retrieved December 2014, from
www.edudemic.com/ipad-or-chromebook-4-questions-to-ask-before-choosing/
Mirchandani, R. (2013, December 4). Ed Surge. Retrieved December 2014,
from www.edsurge.com/n/2013-12-04-chromebooks-and-ipads-rivals-no-more
Secured Gene Networks. (n.d.). Retrieved December 2014, from
www.securedgenetworks.com/strategy-blog/iPads-in-the-Classroom-vs-Chromebooks
Triemstra, T. (2014, April 14). New Mind Group. Retrieved December 2014,
from www.newmindgroup.com/2014/01/14/ipads-vs-chromebooks-in-a-11environment/
wazmac. (2013, June 23). Wazmac. Retrieved December 2014, from
www.wazmac.com/discussion/ipad-v-chromebook/

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