How boys believe iPads affect their learning in Secondary Science.

Numerous studies on the effects of technology in education have been conducted. However, one of the most important stakeholders has continued to be neglected throughout this process – our students. With the rapid development of technology and its unquestionable introduction into schools comes the need now, more than ever, for identifying how these are impacting upon students. This study aims to explore how Year 9 boys believe the iPad affects their learning in Secondary Science, after the novelty of the device has worn off. The literature review focuses on the development of 21st century skills, including the use of technology. The constructivist approach to learning and using technology is emphasised and compared to traditional learning methods. Previous introductions of technology, including the graphing calculator, interactive whiteboard and desktop and laptop computers are then examined to identify how they have influenced student learning. Finally, a look at the limited research conducted with iPads is then explored to appreciate the developments made from the past, and to help position this research within the broader literature. Student voice was the main form of data collection, as the aim of the study was to capture student attitudes of their experiences with iPads which cannot be replicated by adults. An in-depth analysis, adopting the interpretivist paradigm to qualitative research, took place on the data that was collected over a five month period. Major themes were identified from weekly reflective journals via thematic coding, and the data was triangulated alongside an initial and final questionnaire. A review of the 23 applications used took place, along with identifying student attitudes towards iPad use and how these developed over time. The results from the study were mainly positive with student attitudes remaining relatively stable. Students valued the ability of the iPad to help them visualise and interact with concepts, access information, and communicate with one another. They also identified that the iPad facilitated their learning alongside other teaching methods, suggesting that its use had become integrated alongside normal classroom practices. At times, the iPad distracted students from their learning, however, they acknowledged that the teacher played a fundamental role in keeping them on-task and providing explanations to them in context. Students felt neutral towards the iPad being the most helpful resource for their learning, supporting the ‘facilitator’ theme that was identified. Collectively, the results reinforce the fact that students viewed the iPad as another tool to help them with their learning, rather than revolutionising the way they learnt or were being taught, as is commonly communicated through new technological developments. The content being taught and the importance placed upon developing certain scientific skills governed the iPad’s use. If research is going to inform stakeholders on the effects on technology as tools for learning, then they must be investigated as just that, tools that facilitate the learning process.