slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Done by: Manar Al- Wehaibi (92604) Maryam Al- Balushi (94899) PowerPoint Presentation
Download Presentation
Done by: Manar Al- Wehaibi (92604) Maryam Al- Balushi (94899)

Done by: Manar Al- Wehaibi (92604) Maryam Al- Balushi (94899)

178 Views Download Presentation
Download Presentation

Done by: Manar Al- Wehaibi (92604) Maryam Al- Balushi (94899)

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Studies about: Using iPad in learning environment Done by:Manar Al-Wehaibi (92604) Maryam Al-Balushi (94899) Salma Al-Hajri (94542)

  2. Study1: The Effect of Using iPad on the Achievement of the Ninth Grade Students in the Islamic Education in Jordan. Dr.Mahmoud Alsalkhi Done by: Maryam Al-Balushi(94899)

  3. Purpose This study aimed at manifesting the effect of using the iPad on the students’ achievement of the primary ninth grade in the Islamic Education in Jordan compared to the conventional method.

  4. Methodology • Empirical Design of Study This study is considered semi-empirical of the type pretest- posttest design given to two equivalent groups. • Study Sample The study sample consists of 95 students (45 males and 50 females) in the primary ninth grade of the Al-Hasad Educational Schools during the second semester of the scholastic year 2012/2013.

  5. Con.. • Equivalence Measures - Age Range of 14-15 years. - Students’ Learning Performance The researcher referred to the official school records to get the first semester scores of the students in the empirical and control groups in the Islamic Education course. - Performance Level In order to confirm that the two groups are equivalent in their learning performance, a pretest was given to the two groups prior to the start-up of the Islamic jurisprudent course.

  6. Study Variables • The independent variable: Using iPads in Islamic jurisprudent course. • The dependent variables: Students’ academic achievement. • Control Variables: Age and subject {9th grade- Islamic jurisprudent course}

  7. Results • Using the iPad in learning has a significant effect on the academic achievement of the Ninth Grade students compared to those who learned by the conventional method. • The achievement of students (males and females) who learned by the iPad was better than those who learned by the conventional method.

  8. Recommendations • At the theoretical level,conducting more research on using the iPad as a teaching method for all learning stages and in various study materials. • At the practical application level, the researcher also recommends that iPad tablets and software be made available for students in all study stages. • It is recommended that teachers of the Islamic Education be qualified and trained for using the iPad and applying its educational programs.

  9. Critic of the study • Sample: Sample was determined randomly. • Problem: -Stated clearly and unambiguously. -It was not appear in the first page.

  10. Con.. -Workability: It is workable within the limit of the resources and time. -Theoretical value It has a theoretical value because it covers a gab in the literature. -Practical value It has also a practical value in enhancing the learning and teaching processes. -Variables It has enough variables to be controlled or measures.

  11. Con.. • Advantages: • Good sequence of the study. • The literature that used in the study is less than five years old. • Briefly describe the finding of the study. • Limitation: • The hypothesis weren’t mentioned.

  12. Reference Alsalkhi,M. 2013. The Effect of Using iPad on the Achievement of the Ninth Grade Students in the Islamic Education in Jordan. International institute for science, technologyand education. Retrieved December 12, 2013 from

  13. Study 2: Integrating iPads Into Mathematics Education Susan Bannon, Gary Martin, and Kimberly Nunes-Bufford Auburn University “USA" Done by: Salma Al-Hajri (94542)

  14. Purpose The purposes of this study were to explore how to integrate iPads into mathematics education and to provide an environment where the mathematics education curriculum could be restructured for technology integration in meaningful ways.

  15. In this project they used iPad2 devices in a higher education teacher education program. pre-service secondary and in-service elementary mathematics teachers.

  16. Methodology The iPad2 was fully integrated into the course for serving multiple purposes. Which mean = (full-time use throughout the course)

  17. First:Participants were asked to: • Explore the iPads potential use as an instructional tool by exploring apps that support student learning of mathematics, such as a mathematics game involving a particular concept. • Write reviews of the apps they explored and generally found the quality of the mathematics-related apps to be not well aligned with recent efforts to promote 21st century skills.

  18. Second: • Participants explored apps that support instruction, either: • apps specifically designed for education, such as apps for maintaining attendance records. • or • more general apps that can be used for educational purposes, such as presentation apps or photo-editing apps.

  19. Finally: • They were encouraged to use it as a general tool to complete assignments for class, including: • Maintaining a blog, to communicate with classmates and the instructor. • For any other legitimate purpose within the course. • In other courses they were taking. • In their personal lives.

  20. Results • The intensive experience help teachers to develop a level of confidence in their ability to integrate such devices into their own instruction. • The project also found that iPad implementation requires careful thought and preparation and that well planned deployments can be successful and transformative for teacher education.

  21. The elementary teachers saw the value of the iPad as a tool for promoting student learning. They also reported being comfortable in using the iPad to support learning. • The pre-service teachers’ responses have been overwhelmingly positive.

  22. Advantages • The problem statement is very clear. • Briefly describe the finding of the study. • The literatures that used in the study are all up-to-date (not old) because some of them published in 2010 and others in 2011. • Well organized and good sequence of the study. (introduction, subheadings, summary,….etc). • Ten references were used in this study which is enough.

  23. Limitations • The limitations of this study is that the students didn't have the opportunity to experience the iPad 2 as an integral part of their life and especially for the academic term of study.

  24. Recommendation • A follow-up study might provide teachers with a set of iPads for use in their classroom to see how they incorporate it into their classroom practice. • Additional research might also track their continuing attitudes towards the use of technology, their ability to gain access to technology, and the uses to which they put technology in their classes.

  25. Study 3: The Use of iPads' in Education: A case Study of Graduate Students’ Experience and Attitude Suzan Alyahya , James E. Gall Done by: Manar Al-Wahaibi (92604)

  26. Problem statement Examine graduate students’ use of personal iPads for studying and learning.

  27. About Problem statement • Problem statement appears on the first page. • The author’s vision is clear and easy to understand. • It’s workable because the author already applied on his sample.

  28. Theoretical & Practical value • Theoretical value: depended on different research studies that focused on using ipads in educational setting. • Practical Value: experiment that used in this study was to explore graduate students use of ipads in educational setting .

  29. Supportive Literature • The context is clear. • 10 references were used in this study. • It is up to date because most studies published after (2006).

  30. Significant of the study There are no significant differences between this study and previous studies that related to using iPads in education because most of them discussed integration of new technologies into education or classroom.

  31. Hypotheses • There were no hypotheses.

  32. Variables • Qualitative designs usually do not have identifiable independent and dependent variables. • Moderator variables: A location (one campus) and gander (female, male) graduate students. • Intervening variable: Incentive , prior experience.

  33. Validity • Selection bias: not randomly. • History bias: not controlled. • The study results can't be generalized because it is qualitative.

  34. Methodology • Qualitative case study approach was used. • This research is a bounded system, because of the: • Place (one campus) University of Northern Colorado. • Participants (12 a small number of graduate students who have iPads). • The data was drawn from interviews, observations, and artifacts.

  35. Presentation and Discussion • Students were using their iPads every day to support schoolwork. • They seemed very attached to the applications and perceived benefits of this constant use. • All 12 students have the iPad with them everywhere; this made it easier for them to work continuously and be connected to school.

  36. Recommendations • Author recommends for Further study which is : • needed with students who are taking online classes and using the iPad as a collaborative tool for doing assignments and group projects. • be needed on how classroom interaction is affected by a growing number of devices (and a growing variety of competing models and brands).

  37. Assessment • The problem statement is clear. • Its purpose stated in a form of an implicit question. • The size of sample is small and specific. (Not randomly) • Using appropriate tools for collecting the data.

  38. Other Features among the Studies • The three studies have same result which found that the using of iPads in education affected students’ achievement positively.

  39. References • Alsalkhi,M. 2013. The Effect of Using iPad on the Achievement of the Ninth Grade Students in the Islamic Education in Jordan. International institute for science, technology and education. Retrieved December 12, 2013 from • Bannon, S., Martin, G. & Nunes-Bufford, K. (2012). Integrating iPads Into Mathematics Education. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3519-3522). Chesapeake, VA: AACE. Retrieved November 7, 2013 from • Alyahya, S. & Gall, J.E. (2012). iPads in Education: A Qualitative Study of Students’ Attitudes and Experiences. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 1266-1271). Chesapeake, VA: AACE. Retrieved November 28, 2013 from