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Integration of IPad in Higher Education: A Pilot Project

Conference Paper · February 2012

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 INTEGRATION OF IPADS IN HIGHER EDUCATION:
A PILOT PROJECT
Bulent Dogan, Ed.D.
North American College, Houston, TX
bdogan@northamerican.edu

Abstract: This pilot project was situated in a new and small college in urban Houston. Part of its
inauguration, all freshman students were given iPads in Fall 2011. After the distribution of iPads, students
and faculty were not provided with any specific guidance and directions on how to use iPads in the
classroom. The purpose of the study is to gain an understanding of the opportunities and challenges faculty
face as they use iPads for teaching and the opportunities and temptations students face when using iPads.
This study attempts to answer questions including whether the faculty utilized iPads when teaching, if so,
in what ways they incorporated them, what are faculty’s plans to use iPads, in what conditions they would
regularly use them, whether they believe that iPads are distractions in the class. Similarly, students are
asked in what ways they used iPads, and whether they would like to see their professors using them
actively for teaching.

Introduction

We live in a digital world. New technologies arrive to our classrooms every day impacting the way we
teach and learn. This rapid change of technology forces K-12 and higher education to explore and then adopt these
innovations into their settings. iPads are the newest technology gadgets that have tremendous potential in both K-12
and higher education. As they are the subjects of numerous pilot studies and projects around the world (Murphy,
2011 & Crichton, Stuewe, Pegler & White , 2011), do they really live up to their hype? Are they here to stay and
earn a rightful place in education or will they become another technology fad that will go away soon? iPads can be
considered a “hyped technology” because they are surrounded by extravagant publicity (Hedman & Gimpel, 2010).
They are portrayed as must-have-gadgets and consumers are urged to buy them. Often times, educators feel the same
urge and becomes one of the first to purchase and then try to implement the new technologies into their teaching
(Crichton, Stuewe, Pegler & White, 2011).
As there are numerous educational technology tools under various different categories, in what category
can iPads be considered? This depends on what type of learning it offers. According to the literature, while iPads
may fall into a category between mobile learning and ubiquitous learning, they can also be considered as post-PC
devices (PPDs) due to having significant differences over and above existing mobile technologies such as smart-
phones and laptops (Melhuish & Falloon, 2010). While Yuen & Wang (2004) defines mobile learning as learning
opportunities through the use of mobile solutions and handheld devices (i.e., mobile phones, PDAs and smart
phones) connected to information networks; ubiquitous learning, on the other hand, is defined as providing the right
content for the right learners, at the right time, in the right place and context (Hwang et al., 2008). In ubiquitous
learning, learners don’t break off their learning; they can access their documents from anywhere at any time so the
information is acquired immediately; they can interact with others such as experts, teachers and peers; and learning
happens in authentic situations (Ogata & Yano, 2004). PPDs represent a significant step-forward in realizing the
benefits offered by mobile and ubiquitous learning (Murphy, 2011). As a prime example of a PPD device, iPads
seem to promise all these learning outcomes desired in both mobile and ubiquitous learning. However, in order to
make successful implementation of iPads in classroom, guidelines are needed including a mobile learning oriented
infrastructure, honoring teachers as learners by providing them support and training before the students, and tying
the iPad use into the curriculum (Crichton, Stuewe, Pegler & White, 2011).

The Study

It is difficult to locate studies demonstrating how newer technologies such as iPads are being used in higher
education settings. Current studies looking at the effects of mobile technologies on learning are often based on small
samples of students involved in short-term pilots, rather than being large-scale and having ongoing samples of
students (Education Week, Feb. 23, 2011). This study is intended to pave the way to further studies that educators
and policy makers would like to see on one of the newest technology tools, iPads.
This pilot project was situated in a new and small four-year degree-granting college in urban Houston,
Texas. Part of its inauguration and recruitment efforts, all freshman and sophomore students were given iPads in Fall
2011 semester (n=164). However, the faculty was not assigned iPads at that time. After the distribution of iPads,
students and faculty were not provided with any specific guidance and directions on how to use iPads in the
classroom.
The purpose of the study is to gain an understanding of the infrastructure required to support iPads in
classrooms, the opportunities and challenges the faculty face as they begin to use iPads for teaching and learning;
and the opportunities, challenges and temptations students face when gaining access to iPads in higher education
settings. This study attempts to answer research questions including whether the faculty utilized iPads when
teaching, if so, in what ways they incorporated them into their teaching, what are faculty members’ plans to use
iPads in the future, in what conditions they would integrate them into their teaching; whether they believe and feel
that iPads are distractions in the classroom. Similarly, students will be questioned in what ways they used iPads for
their classes, whether they would like to see their professor using them actively for teaching, and if they believe that
iPads are distracting them in the classroom.
A pilot survey was developed and administered to a group of students taking a freshman level general
education course, “Computer Literacy”, to find out how the students have been using the iPads for educational
purposes and their initial attitudes towards iPad use at the end of Fall 2011 semester. Based on the results of the pilot
survey, more comprehensive surveys both for students and faculty were developed and administered to all existing
students (n=164), new students (n=46), and faculty (n=22) in the beginning of Spring 2012 semester. The new
students were scheduled to be given their iPads after the first month of Spring 2012.
Online administration of the surveys was preferred by the researcher because of time and convenience
issues. The surveys were left open for two weeks. The participation was voluntary. The number of participants in
student survey was forty seven (n=86) with 41% response rate while the number of faculty taking the survey was
thirteen (n=13) with 59% participation rate. Twenty-seven (52%) of the students participants were female, and
twenty (48%) of the students participants were male.
This paper will mainly outline and describe the results of these surveys. Based on the results, the college
will be creating a program designed for faculty and student in the form of workshops, specific guidance, and
curriculum. In addition, the data collected from the surveys and the interviews will be used for research purposes.

Results

Students
When students asked if they owned an iPad prior to the college, 70% (n=60) stated that they didn’t own an
iPad before they enrolled at the College. Forty six students (53%) indicated that they were given iPads by College,
2% of the students said that they had already their own iPad when they enrolled in the College, and the rest of the
students (44%) didn’t own an iPad at the time of survey. However, almost half of the students (51%) had used iPads
at least once prior to the College.
The survey elicited responses on how the students used their iPads for learning and studying. “Researching
through internet” was most selected response (19%), followed by “Using social media (e.g. Twitter/Facebook) for
class” (17%), “Taking notes” (15%), and “Using specific application for learning/studying” (15%) (Figure 1).

Figure 1. Percentage of responses on how students used Figure 2. Percentage of responses on types of Apps used by students besides class
IPADs for studying and learning. purposes (studying/learning)
 Among the students who owned iPads, 48% indicated that they used specific applications (Apps) for
studying and learning. A breakdown of open-ended question on what specific Apps used by students for learning
and studying has revealed three main themes: “Note Taking related Apps” was the most prominent theme, followed
by “E-book related Apps”, and “Dictionary/Language related Apps” with an equal frequency. In addition,
Mathematics related Apps (such as a calculator App) were used by students.
Students chose a variety of answers for the following question: “In general, what type of Apps do you use
the most in your iPad?” Entertainment (9%) was the most selected response by students followed by
Communication (8%), Books and Reference (7%), Music and Audio (7%), Social (7%), Education (7%),
Photography (7%) and Games (7%) related Apps (Figure 2).
A survey question asking what features of iPad was used the most-besides class purposes (learning and
studying)-has revealed that “Using Internet” was the most popular activity (18%) among the students followed by
“Communication such as Instant Messaging, Social Networking” at 15%, “Checking/Sending emails” at 14%, and
“Listening to Music” at 13% (Figure 3). Other popular activities included “Using iPad for taking notes”, “Using
iPad for taking pictures”, and “Playing games” respectively.

Figure 3. Percentage of responses on “How students use Figure 4. Percentage of responses on “Best features of iPads
iPads other than studying and learning” reported by students”

When students were questioned about the best features of iPad in their experience, “Touchscreen” feature
was the most popular response at 20% (Figure 4). “Compact and Light” (16%) was the second most popular choice
followed by “Being able to use various Apps” (15%), and “Connectivity” (14%) features.
Regarding the faculty use of iPads in the classroom, 85% percent of the students desired their instructors to
be using iPads for teaching. According to survey results, students would like to see their professors using the iPads
in various ways. “Lessons/Presentation can be projected/streamed to iPads” was the modal response (18%). “Asking
students to take notes”, “Using specific Apps (created by others) that might help students”, “Referencing/sharing a
specific content item (picture, document, video etc) as an example/following a lecture”, and “Using iPads for class
communication (Twitter, email, messaging, etc)” were among the other most selected responses all at 16% (Figure
5).

Figure 5. Percentage of responses on “How students would like to see their

professors’ using iPads in the classroom”
 Students were also asked to provide their opinions on “if the iPads are being a distraction for them in the
classroom”. Only 35% of the students said that “iPads distracts them” when there is no specific guidance or
structured use requested by the professor in the classroom, while rest of the students (65%) indicated that “iPads
help them to study” rather than being a distraction. On the other hand, when students were further questioned about
“if they still believed that iPads might be a distraction for them in classroom when iPads are required by class or
instructor”, 66% of the students said that they would not be distracted in that case.
Majority of the students responded “Yes” (78%) to the following question: “Would you like your
professors/instructors guiding you on how to use your iPad for educational purposes?” Furthermore, 60% of the
students indicated that they would be interested in taking a seminar/workshop on the "Educational Uses of iPad."
In addition, the survey elicited responses on what the students think about the future of iPads in classroom
settings. Majority of the students (72%) responded “Yes” to the question of “Do you think that computers used in
the courses will be replaced by iPads in the future?” while 28% of the students said “No” on this question item.

Faculty
When faculty asked if they owned an iPad prior to college, 92% (n=12) stated that they didn’t own an iPad
before they started teaching in this College. Only one faculty member was given an iPad by the College at the time
of survey and the rest of the faculty didn’t own an iPad during the time of the study.
In a response to survey question addressing whether the faculty had future plans of using iPads in the
classroom for teaching, 46% of the faculty surveyed answered “Yes.” Remaining 54% indicated that they currently
have no plans to use iPads in the classroom.

Figure 6. Percentage of responses on “The Faculty’s plans of using iPads in

the classroom”

The analysis of question item “How would you like to use iPads in classroom for teaching?” revealed that
“Allowing students to do instant research on the topics discussed in class” was the most selected response with 19%
by the faculty followed by “Using Specific Apps (created by others) that might help students”, “Allowing students
to follow a lecture from a content piece that you specified”, and “Asking students to take notes on iPad” all at 13%
(Figure 6).
One of the research questions posed by this project was “What feature of iPad are you most interested in?”
“Being mobile (portable)” was the most selected response with 24%, followed by “Being able to use various Apps”
(22%) (Figure 7). “Connectivity”, “Compact and light”, and “Touchscreen” features were among the other most
selected responses at 16%.
The faculty was asked about the perceived challenges as they plan to use iPads in the classroom. “Lack of
training on Educational uses of iPad” was the modal response for this question (24%) (Figure 8). Other challenges
included “Access to iPads”, “Time issues”, and “Software issues” respectively.
Faculty was asked to provide feedback on their concerns with students’ use of iPads in the classroom.
Forty eight percent of the faculty believed that “iPads might be a distraction for students” followed by “Classroom
management issues might occur” (28%) and “Students might be taking the class activities lightly when iPads in use”
(24%) (Figure 9).
The analysis of question item “In what areas would you be interested to learn more about educational uses
of iPads?” revealed that “Group work activities” was the most selected response with 18% followed by “Educational
Apps” (17%), “Projecting iPad screen to computers in classroom”, “Class communication”, “Referencing/sharing
class content with students on their iPads”, and “Polling and voting” all at 12% (Figure 10).

Figure 7. Percentage of responses on “Interest areas in Figure 8. Percentage of responses on “Perceived challenges of using iPads
features of iPad as reported by Faculty” in classroom as reported by Faculty”

Majority of the faculty responded “Yes” (85%) to the following question: “Would you be interested in
taking a seminar/workshop on the "Educational uses of iPad for faculty"?” In addition, the survey elicited responses
on what the faculty thinks about the future of iPads in classroom settings. Only 38% of the faculty said “Yes” to
“Do you think that computers used in the courses will be replaced by iPads in the future?” while remaining faculty
(62%) said “No” to this particular question.

Figure 9. Percentage of responses on “Concerns with using iPads Figure 10. Percentage of responses on “Faculty’s interest in
in classroom as reported by Faculty” classroom activities by using iPads”
Conclusions

Students
According to survey results, majority of the students in this research study did not own an iPad before they
enrolled in the College. This result is expected considering that iPads are fairly new technology tools and they are
not commonly utilized in educational settings yet (Murphy, 2011). A little over half of the students had given iPads
by the College at the time of the survey. However students who didn’t receive their iPads yet were also asked to
participate in the survey in order to understand students’ general attitudes towards iPads in higher education.
“Researching through internet” was the most popular activity when the students used their iPads for their
classes (Figure 1). This coincides with iPads being a prime example of ubiquitous learning where learners can
access information anytime and anywhere (Ogata & Yano, 2004). Other popular activities chosen by students such
as “using social media”, “taking notes”, and “using specific Apps for learning” are also indicating that iPads can be
used in a variety of ways for learning.
One of the interesting features of iPads is the ability to use small programs specifically designed to run on
their platform called Applications (Apps). Students were definitely very interested in exploring new Apps not only
for personal use, but also for studying and learning. Almost half of the students indicated that they regularly use
some Apps for studying and learning. Most of these Apps were related to “note taking”, however using “e- book”
and “dictionary or language” related Apps were also very popular among the students.
 One of the issues explored in this study was to understand what type of Apps, what activities, and what
features in iPad were mostly preferred by students in general besides class or studying purposes. This information
may be helpful for designing learning activities for students and also creating educational Apps in which students
might be interested. Not surprisingly students were most interested in “Entertainment” related Apps followed by
“Communication.” “Education” related apps were also among the top choices having the same popularity as “Books
and Reference”, “Music”, “Social”, “Photography” and “Games.” This information is valuable as it might inspire
educators to design, for example, game-like educational Apps appealing to today’s digital students. On the other
hand, considering the fact that “using internet in general” and “communication” were among the most popular
activities when students use their iPads (Figure 3), taking advantage of “connectivity” feature of iPads and using
social media for class purposes might help facilitate learning and collaboration in classroom (Szapkiw & Szapkiw,
2011). Along the same lines, another popular activity chosen by students was “listening to music.” This might
provide another potential use for iPads in classroom: “podcasting.” This area is worth exploring as use of audio
podcast in K-12 and higher education has been shown to have many benefits on students (O'Bannon & Lubke,
2011).
Students were definitely very interested in seeing their instructors using iPads for teaching. According to
the results, students would like to see their professors using the iPads in various ways. Projecting presentations or
lectures to students’ iPads were the most desired use of iPads in classroom for teaching. Majority of the students
would also like to be guided by their professors with activities such as “taking notes”, “using a specific App”, “class
communication”, and “sharing lesson content” in iPads (Figure 5). Even though majority of the students indicated
that they are not distracted when they use iPads on their own, in agreement with the findings of the study, majority
of the students still would like to be guided by their professors so that iPads would not be a distraction for them in
classroom.
Students in this study found to be very optimistic about the survival of iPads as an educational technology
tool in the classroom. Not only majority of the students desired to know more about educational uses of iPads, but
they also believed that iPads have the capability of replacing computers in classrooms in the future.

Faculty

Contrary to the students, faculty had a limited experience with using iPads before they started teaching at
the college. Even though faculty didn’t have iPads at their disposal for teaching, almost half of them had plans to use
iPads in classroom. Faculty desired to utilize iPads primarily by allowing students to do instant research regarding
the topics discussed at hand (Figure 6). Among the other planned uses for iPad were using specific Apps, allowing
students to take notes, and allowing students to follow the lecture from the iPad’s screen. In addition, the faculty was
mostly interested in iPads as a mobile device with connectivity and being able to use various Apps.
As the faculty plans to use iPads in the classroom, the major perceived challenge was “lack of training on
educational uses of iPads”. This is an expected result, as lack of proper training and on-going support are the main
barriers when teachers in K-12 and faculty in higher education implement new technology into their curriculum
(Rodriguez & Knuth, 2000; Dexter, Anderson & Ronnkvist, 2002; Ringstaff & Kelly, 2002; White, Ringstaff &
Kelly, 2002) In addition to expected challenges, faculty was also concerned with using iPads in the classroom with
their students. Their primary concern was iPads being a distraction thus causing classroom management issues.
However, as it can be inferred from student survey results, a guided practice by faculty when using iPads in the
classroom would be the best way to eliminate these concerns.
Despite the challenges and concerns with using iPads in the classroom, majority of the faculty was still
interested in learning more about the educational uses of iPads. Especially, class related activities leading to
collaborative learning such as group work activities; promoting class communication such as using social media
tools, and using educational Apps are the faculty’s primary interest areas. On the other hand, when compared to
students, the faculty was less optimistic in regards to iPads replacing computers in the classroom in the future.

In conclusion, this pilot study produced valuable insights into how the students are currently using iPads for
learning and how the faculty is planning to use iPads in the future. Knowing more about students’ and faculty’s
interest areas in different features of iPads; taking advantage of the popularity of the iPads; and being creative in
exploring possible educational activities through the use of iPads would help educators to better understand in
utilization of this new technology for teaching and learning. Overall, the research results were very useful in paving
a way for further research in this area. iPads seem to be the latest and possibly one of the most promising
educational technology tools which appears to have tremendous potential in higher education.
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