Middle and high school teacher perceptions of iphone and ipad usage in mathematics education

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dc.contributorMcKnight, Douglas
dc.contributorBenson, Angela D.
dc.contributorDenham, André R.
dc.contributorWebb, Alan L.
dc.contributor.advisorHutcheson, Philo A.
dc.contributor.authorIvey, Christian Nicole
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-07-28T14:11:55Z
dc.date.available2017-07-28T14:11:55Z
dc.date.issued2017
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe symbolic, abstract, and visual nature of mathematics makes the subject one of the most challenging to teach. However, with the introduction of technological interventions, it is possible to expedite the learning process by making the learning experience more appealing to the student. This paper sought to explore the perceptions of teachers on the efficacy of iPad and iPhone use in advancing learning of mathematics. The quantitative study surveyed a sample of 100 purposively selected teachers teaching mathematics at middle and high school levels in Coosa County, Alabama. Semi-structured questioners were used in collecting data from the respondents and entered in SPSS for analysis. The findings indicate that majority of the respondents found the frequent use of iPads in the classroom to be important in improving student understanding (74.55), enhancing communication (89.2%), and improving performance (91%). While there might be certain barriers such as lack of support from administration or insufficient access that could limit the adoption of the iPads in certain circumstances, their usage is associated with improved learning outcomes among all sets of students ranging from fast learners to slow learners among others. The results concur with existing literature, especially Dewey’s theory that shows that learning can be influenced positively by presenting students with opportunities to experience the iPad. Notwithstanding that while technological interventions in the form of iPads and iPhone may facilitate proper communication, efficient ways of passing instructions from teachers to students and act as advanced methods of solving math’s problems and thus easing teaching of mathematics, their usage should be limited to that of supporting the process of actual instructing.en_US
dc.format.extent108 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002571
dc.identifier.otherIvey_alatus_0004D_12034
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3168
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation
dc.titleMiddle and high school teacher perceptions of iphone and ipad usage in mathematics educationen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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