505 Evaluation Report: 1.1 iPad Initiative Project Document

1:1 iPad Initiative Hobson Public School

By Shannon D. Foster Graduate Student at Boise State University

Submitted to

Dr. John Thompson, Boise State University

EdTech 505 Evaluation for Educational Technologists

Spring 2014

And

Mr. Colby Fitzgerald

Hobson Public Schools

Hobson, Montana

1 : 1 i P a d I n i t i a t i v e P a g e | 1

Summary The Hobson School 1:1iPad Initiative is a newly formed program at Hobson School.

Approved by the Hobson School Board of Trustees in the summer of 2013, Hobson School

purchased individual iPad minis for use by teaching staff and students in grades five through

eight. The principal investigator (PI) derived the overall program goals, objectives, and outcomes

after reviewing the vision statement developed by the Hobson K-12 School 1:1 iPad document

(Appendix A). These goals focused on iPad use to improve student learning through the use of

technology and meaningful engagement, to develop 21st century communication skills and

digital citizenship skills, and to increase the schools academic success. The purpose of this report was to determine if the program successfully achieved the

goals, objectives, and outcomes established in the program vision statement. Other unintended

results were the suggestions and feedback received through additional comments and informal

interactions with the school staff and students as they employed the iPads in various cross-

curricular activities on a daily basis.

The two PI designed surveys meant to solicit quantitative and qualitative data from

teaching staff and students involved in the program made up the primary sources for the

evaluation. Secondary sources in the form of four formal interviews, informal conversations, and

unplanned interaction with students and staff while using the iPads also revealed qualitative data

and received consideration during the analysis stage of the evaluation.

To begin the evaluation process, the PI interviewed four staff members. The PI desired

to learn more about the program and its intentions. The formal interview with the school

superintendent focused on the history, vision, goals, objectives, and outcomes of the program;

whereas the formal interviews with the three teaching staff members focused on planning,

implementation, ideas, and classroom outcomes. All four interviews created questions to include

in the surveys conducted at the end of the evaluation process.

The successful administration of the two surveys revealed that, in general, iPad use

positively affects student learning through the use of technology and meaningful engagement.

The teaching staff expressed some reservations as to the development of 21st century skills and

digital citizenship skills, but students responded that these skills were positively developed. Due

to the lack of previous data, results were inconclusive regarding the improvement of student

learning and the increase in the schools academic success after using the iPads. Some of the concerns that surfaced throughout the evaluation process, thus limiting the

use of the iPads, were the small size of the screen and keyboard, connectivity issues, slow speeds,

and restricted access to the devices for out of class use by students. Although the teaching staffs

employed the iPads successfully in a variety of ways, without more professional development for

classroom use of iPad and clearer goals, objectives, and outcomes, teachers and students will not

be able to take full advantage or embrace the potential of teaching and learning through the use

of technology and meaningful engagement.

Description of Program The Hobson School 1:1 iPad program is completing its first year. In the summer of 2013,

Hobson School received approval from the board of trustees to purchase and issue each student

in grades five through eight an iPad mini (also referred to as just iPad). Forty students in grades

five through eight have school issued iPads for in school activities. Student use is restricted to in

class use only at this time, but there is a possibility staff will allow students to take home their


iPads in future years. Teachers and school administrators associated with these classes employ

the iPad throughout the day in their courses and for various other school related activities.

At its inception, no concrete goals, objectives, or activities were in place for iPad mini

use. Since then, goals and objectives have become more established. Participating teachers have

developed some activities for their classes and they continue to use them as they choose. No

specific uses were mandated by the administration so as not to restrict student and staff creativity.

This allowed participants to do what they wish with the iPads within an educational context

following the District Acceptable Use Policy.

Hobson School plans to grow the 1:1 use of personal devices with either iPads or other

devices over the next few years. The initiation of the program began the process of creating a 1:1

environment for all students who attend Hobson School. Currently grades four through ten have

personal devices for class activities.

Program Objectives From the vision statement adopted by the Hobson School board in the summer of 2013, three

goals were determined for the 1:1 iPad Initiative:

1. Improve student learning through the use of technology and meaningful engagement. 2. Develop 21st century communication skills and digital citizenship skills 3. Increase the schools academic success

Program Components In general, the Hobson School 1:1 iPad program provides students in grades five through

eight the use of iPad minis with a Bluetooth compatible keyboard and Internet access for in

school activities. The school labels, inventories, and then checks out each iPad to a specific

student. Students are to maintain their own iPad/keyboard and not share, trade, borrow, etc. (Hobson Public School, 2013). IPad use is restricted to in-class use only, excluding study hall.

Students may not take their iPads out of the building unless they receive permission from the

staff. The school or teachers install approved applications for use by students based on the

District Acceptable Use Policy guidelines. A Web filter blocks any unauthorized access to sites

not approved by the school. Participating students received minimal training at the beginning of

the year when the program began. This training entailed basic information on how to run the

iPad minis, behavior expectations, and user responsibilities. Participating teachers received four

hours of training with the Districts contracted technology advisor. During any given day, students keep their assigned iPads in their grade level homerooms,

usually their first period class. Upon teacher direction, students obtain their iPad mini when

needed for classroom activities. Students return their device to their homeroom unless informed

that they need to keep it for other class periods.

Evaluation Methods

Participants There are two groups of stakeholders participating in the 1:1 iPad Initiative evaluation:

grades five through eight students and school staff. The school staff includes practicing middle

school teachers and administration members. Participants are members of the Hobson, Montana

community.


Hobson is a small rural town in central Montana. The 2010 Census shows a population of

250 +/- within the .24 square mile town limits. The racial makeup of the community is primarily

of white European descent. Farming and ranching or related businesses make up the primary

economy of Hobson and Central Montana. Many participants live on small family owned

operations or work for larger corporate organizations. The median household income for Hobson

is $41,583, lower than the national average of $51,914(USA City Facts - Hobson, MT, 2013). The Hobson School setting is small. There are approximately 110 students in the

preschool through grade twelve. Many participants live in outlying areas with limited access to

Internet connections. Not all residences have access to high-speed Internet options and many still

depend on dial up connections.

There are currently 40 students in grades five through eight who received iPad minis at

the beginning of the 2013-2014 school year at Hobson School. All but one enrolled student

received a Student Survey. There are four teachers currently involved in the 1:1 iPad program at

Hobson School. All teachers who use the iPad minis for class activities received the Staff Survey.

Two administrators from Hobson School are involved with the 1:1 iPad Initiative. Both received

Staff Surveys. Due to the size of the population, there was no sample. All participating students

and staff involved with the 1:1 iPad program received surveys.

Although the administration did not participate in the surveys, they arranged times with

the teaching staff for distribution of the survey during the school day for participating students.

After reviewing and approving the survey, the superintendent distributed the staff survey via

staff email. Students received links to the survey when the PI administered the survey during

classes.

Procedure The PI determined that a Goal-Based method of evaluation would yield the intended

results. This method helped focus the evaluation on meeting the three primary goals of the 1:1

iPad program as stated in the section Program Objectives above. Determining the intended goals

for the program and their achievement is highly desired by the administration and teaching staff.

The PI used personal interviews with the administration and teaching staff, information gleaned

from informal conversations, and unintended observations to collect qualitative data regarding

the program. The PI also used surveys to gathered quantitative and qualitative data by asking

questions with scaled responses and other questions allowing participants to give additional

information on specific topics in text form.

Officially, an outside source conducted the evaluation, meaning the PI has no contracted

involvement with the school. However, the PI has a working relationship with participating

students and staff in the role of an occasional substitute teacher. Both participating staff and

students are familiar with the PI, therefore encouraging open communication and authentic

responses during interviews and surveys.

Data Sources The PI conducted four personal interviews during the evaluation period, two surveys, and

had many informal conversations with other relevant staff. Unintended observations occurred

when the PI interacted with students and staff using the iPads. The interview with the

superintendent initiated the evaluation. The three staff interviews occurred during the evaluation

process. The evaluation culminated with two surveys prepared by the PI for the participating

teaching staff and students. As stated earlier, the informal and unintended observations occurred


randomly throughout the evaluation period as the PI interacted with participants in the role as a

substitute teacher and parent.

Four interviews took place at the beginning and during the evaluation process. The

purpose of these interviews was to learn more about the history of the iPad program, the

programs goals and objectives, the implementation of the program, and future ideas for the

program. The initial interview with the superintendent focused on the history, vision, goals,

objectives, and outcomes. This interview produced the only document created by Hobson School

to direct the iPad program (see Appendix A). The interviews with the teaching staff concentrated

on planning, implementation, ideas, and outcomes. During these interviews, the teachers

discussed how they incorporated the iPad into their daily instruction and what questions they

would like answered by the evaluation.

The evaluation period culminated with the administration of student surveys in the

classroom and the staff surveys distributed via email. The PI created two surveys (see

Appendices D and E). Both surveys sought similar information from the two different groups.

One survey elicited data from the teaching staff who implemented the iPad program in the

classroom. The other survey sought information from participating students. The surveys also

gave the participants the opportunity to add any other relevant information pertinent to the

operation of the program. Students surveys also asked students to elaborate on a possible wish list that they think would improve their participation and growing skills in the program. The PI administered the surveys to classrooms comprised of individual grade level students. This

allowed students to ask for help if they did not understand the survey questions. Students

responded to the survey anonymously, thus encouraging them to be forthright in their responses

and without fear of negative consequences.

The other informal conversations arose as other staff inquired about the evaluation and

wanted to discuss their perspective on the iPad program or as students used the iPads during

classroom activities while the PI was filling the role as substitute teacher.

Results Surveys

The primary data for the Hobson School 1:1 iPad Initiative comes from the staff and

student surveys taken at the conclusion of the evaluation. The surveys solicited feedback based

on questions relating to the three main objectives: to improve student learning through the use of

technology and meaningful engagement, develop 21st century communication skills and digital

citizenship skills, and to increase the schools academic success. The Staff Survey includes the questions found in Appendix D and the Student Survey includes questions shown in Appendix E.

Three of four teaching staff responded to the Staff Survey and thirty-eight of thirty-nine

participating students successfully responded to the Student Survey. One students iPad crashed just before he was able to submit his completed survey.

Staff Survey

In this survey, three out of four (75%) members of the teaching staff responded to the

Staff Survey. The results come from the twenty-four responses given by these teachers regarding

the three objectives and are as follows.


Goal 1 intended to discover if using iPads improves student learning through the use of

technology and meaningful engagement. After analyzing the data, 83% of the responses given

either agree or strongly agree, 12% indicate a neutral opinion, and less than 5% disagree or

strongly disagree. Goal 2 set out to discover if students develop 21st century communication

skills and digital citizenship skills when using their iPads. This data indicates that more than 33%

agree or strongly agree, 29% of responses were neutral, and 37% disagree or strongly disagree.

Finally, Goal 3 inquired if using Pads increase the schools academic success. 41% of the responses agree or strongly agree, 41.5% are neutral, and 16.5% disagree or strongly disagree.

Teachers made a few additional comments. Details regarding specific questions and responses

are in Table 1, Table 2, and Table 3.

Student Survey

The Student Survey was similar to the Staff Survey, although the Student Survey asked

for more qualitative responses. Thirty-eight of thirty-nine students submitted 722 responses.

They responded to the questions from their own point of view. Goal 1 was written as follows: My

learning improved with the use of technology and meaningful engagement. 42% of the responses

either agreed or strongly agreed, 26.5% indicated a neutral opinion, and more than 31%

disagreed or strongly disagreed that their learning improved with the use of technology and

meaningful engagement. Goal 2 focused on the development of 21st century and digital

citizenship skills with more than 77.5% of student responses agreeing or strongly agreeing and

19% of responses disagreeing or strongly disagreeing that iPad use developed these skills. Goal 3

presented questions regarding if the 1:1 iPad minis increased student academic success. The

results showed that 56% of responses agreed or strongly agreed that student academic success

increased and 33% disagreed or strongly disagreed. 11% of responses were unacounted for,

possibly a glitch in successful submission of the responses due to broadband speed and network

issues.

0

20

40

60

80

100

120

Goal 1 Goal 2 Goal 3

Staff Survey

Disagree or StronglyDisagree

Neutral

Strongly agree orAgree

Figure 1: Hobson 1:1 iPad Initiative Staff Survey


Interviews Superintendent Interview

The evaluation initially began with an interview of the Hobson School superintendent.

The intent of the superintendent interview was to establish the history and vision of the newly

implemented 1:1 iPad program at Hobson School and to gain an understanding of the goals and

objectives. The superintendent elaborated on the history of the program, its inception, and its

progress over the past six years. He addressed the use of iPads in collaboration with Google

applications which teachers are most comfortable. He referenced the Hobson School 1:1 iPad

document (Appendix A) and suggested that the vision statement was more of set of broad

guidelines the school would follow rather than firm objectives for the program. This would allow

teachers and students the opportunity to experiment with the iPads without unnecessary

restrictions and to create a more student-centered learning approach. The primary reason that

drove him to initiate the program this year is the need of students to be proficient with the

technology used in digital testing as the school begins the Smarter Balanced (Smarter Balanced Assessment Consortium, 2012) digital testing. The choice of iPads versus other devices was intended to teach student how to be active, yet critical, consumers of technology rather than

producers of products, such as papers and reports. Even though he could not speak to any

specific content related achievement, he feels digital citizenship skills in grades five through

eight moved from knowledgeable to active and responsible this year.

Teaching Staff Interviews

The three teaching staff interviews focused primarily on planning, implementation, ideas,

and outcomes of the 1:1 iPad program. The interviewed staff provided information on how they

implemented the iPads in their classes and that they planned few specific activities for iPad use,

but more often than not, their use was spontaneous when a question or learning opportunities

presented themselves. They could not answer specifically as to how iPad use lead to increasing

the schools academic success or the development of students 21st century skills. However, they did note that student engagement increased. The teaching staff appreciated the freedom to use a

variety of applications on the iPads and in a variety of activities, however with only general

0

20

40

60

80

100

120

Goal 1 Goal 2 Goal 3

Student Survey

Disagree or StronglyDisagree

Neutral

Strongly agree orAgree

Figure 2: Hobson 1:1 iPad Initiative Student Survey


guidelines outlined in the vision statement, determining if the program was successful was

difficult to measure.

Discussion The purpose of this formative evaluation was to determine whether the adoption of 1:1 iPad

minis in grades five through eight at Hobson School improved student learning through the use

of technology and meaningful engagement, developed 21st century communication skills and

digital citizenship skills, and increased the schools academic success. It tried to determine if the goals presented in the vision statement of the program were successful by collecting quantitative

data in the form of survey responses and qualitative data in the form of open-ended survey

questions, formal interviews, and informal conversations. This report discusses the collection of

data found at the end of the inaugural year of the Hobson School 1:1 iPad program indicating the

accomplishment of meaningful engagement and the development of 21st century skills through

technology. However, improving students learning and increasing the schools academic success were unmeasured since previous data was unavailable.

The primary sources of data came from two surveys, the Staff Survey (Appendix D) and the

Student Survey (Appendix E). The Staff Survey shows 52% positive, 31% neutral, and 19%

negative opinions toward the 1:1 iPad program. An additional comment referring to the

efficiency of the iPads states, Sometimes a lot of time is lost using the iPads because of connectivity issues, slow speeds, etc. During informal conversations and unexpected interactions, many students and some staff concurred with this sentiment as well. Many of the

responses focused on the effectiveness of the iPads. Teachers all agreed that students use and

apply a variety of applications to learning experiences. They also agreed that students enjoy

using, actively engage, are more motivated, and take pride in their work when using the iPads.

Two of three teachers believe students are more creative. The results split when referring to how

students push themselves or apply appropriate reasoning skills when facing difficulties.

Communicating and listening, collaborating with peers, and demonstrating 21st century and

digital citizenship skills also received divided results. Teaching staff disagreed that students

understand or consider their actions regarding netiquette, copyright and personal safety rules.

Most responses were neutral or split concerning students grade improvement or scores on standardized tests. One impact that teachers agree on is that students demonstrate their ability to

transfer skills learned from using the iPads from one application to another. As one teacher

comments, Changing the way we are testing with SBAC will take a bit to get used to, but is necessary for the future of education.

In the Student Survey, 58% of the responses gave positive results and 28% of responses were

negative. Students agreed that enjoyment, engagement, usage and application, motivation,

communication, collaboration, choice, personal safety, netiquette, copyright, meeting course

expectations, and verification of sources were all areas in which they were successful. Students

disagreed that they saw any significant improvement in their grades due to iPad use.

The teacher interviews revealed that a teachers comfort with the iPad influenced how much they intentionally planned activities employing the iPads. This concern also arose in several

comments by students that teachers did not know how to include the iPads for assignments other

than research. While many students expressed the benefits they gained by using the iPads in their

classes, others voiced concerns about the limited ability to use the iPad due to slow connections,

network overload, and the in class use only policy. Although most students did not comment on


the amount of time they used their iPad, several mentioned that they do not feel they use the

iPads enough to take full advantage of the learning opportunities they offer.

In conclusion, with the vast amount of resources available at ones fingertips via the Internet, staff and students would benefit with more independent access and use of the iPads in order to

improve student learning through the use of technology and meaningful engagement. Clarifying

academic goals, objectives, and outcomes for the 1:1 iPad program are essential in determining

the direction the program should go in order to provide the necessary training that promotes the

academic improvement of the school. Continued staff development that incorporates specific

skills and applications for promoting 21st century and digital citizenship skills in their lessons

and activities should in turn develop students who are digitally literate and prepared for future

achievements using technology for educational purposes.

Project Cost Budget Description

The following budget outlines the incurred expenses for the Hobson School 1:1 iPad

Initiative. The daily rate is $500.00 and non-negotiable. The hourly rate or any partial hour is

$67.50 and is non-negotiable. Details of the statement include hours of service, activities, and

other costs accrued in the evaluation program.


Hobson School 1:1 iPad Initiative Budget Statement Billed to: Hobson School Make check payable to:

PO Box 410 Shannon D. Foster

Hobson, MT 59452

Personnel Time and rate Budget

Salary

Shannon D. Foster

$500.00 per day or

$62.50 per hour (or partial

hour)

2 staff meetings (2 hrs. each = 4 hrs.)

$270.00

2 survey preparations (5 hrs. each = 1 day + 2

hours)

$635.00

4 staff interviews (2 hrs each = 8 hrs)

$540.00

1 staff survey administration (2 hrs.)

$135.00

1 student survey (4 hrs.)

$270.00

Analyze and write evaluation report

(5 days)

$2500.00

Present evaluation findings

(2 hrs.)

$270.00

Subtotal $4620.00

Operations and Supplies

Operations Internet service

(1/2 month @19.99/month)

$9.99

Printing and office supplies $10.00

Subtotal $19.99

Transportation and Per Diem

Mileage (IRS, 2013)

10 round trips; 46 miles/trip @

$.56/mile

$257.00

Total $4896.99

References Hobson Public School. (2013). HMS 1:1 iPad Initiative.

IRS. (2013, December 6). 2014 Standard Milage Rate. Retrieved from http://www.irs.gov/2014-

Standard-Mileage-Rates-for-Business,-Medical-and-Moving-Announced

Smarter Balanced Assessment Consortium. (2012). Retrieved February 14, 2014, from

http://www.smarterbalanced.org/

USA City Facts - Hobson, MT. (2013). USA City Facts. Retrieved from

http://www.usacityfacts.com/mt/judith-basin/hobson/

Hobson Public School. HMS 1:1 iPad Initiative, 2013.


Appendices Appendix A - Hobson School 1:1 iPad Initiative Hobson K-12 School, Academic year 2013-14, 1:1 iPad, Grades 5

th 8th

Beginning this year, all students, grades 5th

-8th

, will have technology at their fingertips, literally.

The district has taken another step in developing 21st century digital learners by purchasing each

student and iPad mini to supplement the curriculum and increase our academic success. The

following document outlines the vision of 1:1 iPad technology at Hobson school, as well as

processes, procedures, expectations, and options for students and parents.

On the first day of school, each student will receive an iPad mini that will essentially be part of

their academic future form 5th

-8th

grade. This resource will be used for many different leaning

opportunities. The vision of 1:1 iPads at Hobson School is as follows: The vision of Hobson School is to improve student learning through the use of

technology and meaningful engagement. Our students will develop 21st century

skills, including communication, creativity, collaboration, digital citizenship, and

critical thinking.

This vision can only be achieved through a collaborative effort of students, school staff, and

parent. The following procedures and expectations will be necessary to ensure student success.

1. Students will be provided an iPad Mini and compatible Bluetooth keyboard. These will be labeled, inventoried and checked by school staff at regular intervals throughout the

academic year. Students are to maintain their own iPad/keyboard and not share, trade,

borrow, etc. Again, the iPad they are provided will be their 1:1 machine from 5th

-8th

grade.

2. By agreeing to the district Acceptable Use Policy you are agreeing to the responsible use of the iPad and Hobson School District Network (internet, appropriate applications, and

digital citizenship). Any inappropriate use will result in a loss of both iPad and network

privileges as determined by the district administration.

3. Restrictions on applications and programs will be put in place by the district. At no time will students be able to add their own apps. This will be maintained and monitored by the school administration and staff.

4. The district and staff will educate and train students on appropriate treatment and handling of the device. Please reinforce this by encouraging proper maintenance and

responsibility with your child.

5. Due to the infancy of this program, no iPads will be taken out of the building. Teachers of 5

th-8

th grade students understand that all iPad use will be restricted to in-class time.

This procedure will be evaluated throughout the year and is subject to change.

6. The iPad offers a multitude of collaborative resources, as well as social networking opportunities. The State of Montana and Office of Public Instruction have mandated

schools educate and provide students opportunities to become digital citizens in these

arenas. Please refer to the 6th

-12th

grade student/parent handbook and district policy on

cyberbullying. The district maintains a no tolerance policy and students may lose their digital privileges if determined by the staff and administration.

Overall, the Hobson School district is excited to incorporate such valuable technological

resources for our students. An environment of trust and responsibility is a must. Let us all work

together to guarantee our students have the skills and abilities to compete in our digital, global

society.


Appendix B Initial Superintendent Interview

Vision Statement

The vision of Hobson School is to improve student learning through the use of

technology and meaningful engagement. Our students will develop 21st century skills,

including communication, creativity, collaboration, digital citizenship, and critical

thinking.

Primary goals:

1. Improve student learning through the use of technology and meaningful engagement. 2. Develop 21st century communication skills and digital citizenship skills. 3. Increase the schools academic success.

Interview questions:

1. What specific projects have you seen used in classes that would address the above goals? 2. Do you and your staff have a clear definition of what 21st century skills are? 3. How have you promoted the following using iPads?

a. Communication b. Creativity c. Collaboration d. Critical thinking

4. Do you have a clear definition of digital citizenship? What activities have been included in lessons to establish them in your students?

5. How has the use of iPads in the school increased the schools academic success? Please give examples.

6. Other comments or questions that arise.


Appendix C - Questions for Staff Interview of 1:1 iPad Initiative

Vision Statement: The vision of Hobson School is to improve student learning through the use of technology and

meaningful engagement. Our students will develop 21st century skills, including communication,

creativity, collaboration, digital citizenship, and critical thinking.

Outcomes: develop 21st century skills in students

supplement the curriculum

increase the schools academic success

MS Staff How was the staff educated for use of iPads?

How were the students trained to use iPads?

How have they used the iPads to supplement their curriculum?

Has the use of iPads improved student learning? If so, how?

What type of 21st century skills are students learning?

What does the term 21st Century skills mean to you? How will you know if students have developed 21

st Century skills?

o How will you measure their development of said skills?

How did students use iPads collaboratively and socially?

How are digital citizenship skills promoted at the middle school level?

How did the in school use only policy affect students ability to do out of schoolwork and homework?

Are iPads eventually going to be relinquished to students to take home?

Has the use of iPads improved student learning? If so, how?

Do these students have access to iPads or other technology at home?


Appendix D Staff Survey (Link to actual survey on Google Forms: https://docs.google.com/forms/d/1d8_q-CBFVbdjjk-

eIJY7CDXzWKmvZDcztqeQeLsXdaM/viewform?usp=send_form)

Introduction

An important part of developing educational programs is to evaluate them for the efficiency,

effectiveness, and the impact they have on participants. Surveys help guide programs by

collecting and analyzing data. The results can answer questions, guide continued development,

and give recommendations for maintaining, adjusting, or improving educational programs

positively.

At Hobson School, the 1:1 iPad program is coming to the end of its initial year. The program can

benefit from the responses collected in this survey. Please make every effort to complete and

submit your views on the initial year of iPad use at Hobson School by Friday, April 25, 2014.

This survey is part of Shannon Foster's final project requirement for the course "Evaluation for

Educational Technologists" in the Master of Educational Technology (MET) department at Boise

State University.

Vision Statement and Goals for the Hobson School 1:1 iPad Program

Vision Statement (as established summer of 2013):

The vision of Hobson School is to improve student learning through the use of technology and



Goals:

1. Improve student learning through the use of technology and meaningful engagement. 2. Develop 21st century communication skills and digital citizenship skills. 3. Increase the schools academic success.

Thank you for your participation.

Goal 1: Improve student learning through the use of technology and meaningful

engagement.

This portion of the survey relates to Goal 1 of the 1:1 iPad Initiative.

Goal 1: Improve student learning through the use of technology and meaningful

engagement.

Please answer the following questions as you feel they apply to this goal using the drop

down choices in the list provided.

The following list of responses were applied to questions 1 8:

Strongly agree Agree Neutral Disagree Strongly disagree

1. Students use a variety of iPad applications and apply them to their learning experiences. 2. Students push themselves to complete activities that employ iPad minis when faced with

challenges or obstacles during usage.

3. Student grades improve significantly on assignments that require the use of their iPad minis.

4. Students automatically transfer iPad skills from one activity to another.


5. Students enjoy using their iPad minis for class activities. 6. Students actively engage in projects involving the use of their iPad minis. 7. Student motivation to participate increases when activities involve the use of their iPad

minis.

8. Students take pride in their work when completing assignments that employ iPad minis. Other comments regarding "student learning through the use of technology and meaningful

engagement" were solicited.

Goal 2: Develop 21st century and digital citizenship skills


Goal 2: Develop 21st century and digital citizenship skills.

Please answer the following questions as you feel they apply to this goal using the drop




9. Students are more creative when using iPad minis for assignments. 10. Students communicate clearly and "listen" carefully when using multi-medias and

technologies in collaborative activities.

11. Students are able to work effectively and respectfully with diverse groups. 12. Students use appropriate reasoning skills and can solve various problems effectively

when using their iPad minis.

13. Students seriously consider personal-safety before sharing personal information online. 14. Students respect copyright laws and cite references accurately when using other's works. 15. Students use proper "netiquette" when interacting online. 16. Students demonstrate digital literacy by validating claims and information found on the

Internet before using them.

Other comments regarding "develop 21st century and digital citizenship skills" were solicited.

Goal 3: Increase the schools academic success This portion of the survey relates to Goal 3 of the 1:1 iPad Initiative.

Goal 3: Increase the schools academic success. Please answer the following questions as you feel they apply to this goal using the drop




17. Students meet or exceed expectations for participation in activities involving use of iPad minis.

18. Students' most current grades for activities that use iPad minis are equal to or better than previous grades that do not use technology tools.

19. Students consistently score above the state or national average on standardized tests that use technology tools for assessment.

20. Students push themselves in areas of learning that may be difficult by seeking out resources on the Internet that will help them to improve.

Other comments regarding "increase the school's academic success" were solicited.


Table 1.1 Staff Survey Goal 1

Goal 1: Improve student learning through the use of technology and meaningful engagement,

Q1.

33% strongly agree

67% agree

Students use a variety of iPad

applications and apply them to

their learning experiences.

Q2.

33% strongly agree

33% agree

33% disagree

Students push themselves to

complete activities that employ

iPad minis when faced with

challenges or obstacles during

usage.

Q3.

100% neutral Student grades improve

significantly on assignments

that require the use of their

iPad minis.

Q4.

100% agree

Students automatically transfer

iPad skills from one activity to

another.

Q5.

100% strongly agree

Students enjoy using their iPad

minis for class activities.

Q6.

33% strongly agree

67% agree

Students actively engage in

projects involving the use of

their iPad minis.

Q7.

33% strongly agree

67% agree

Student motivation to

participate increases when

activities involve the use of

their iPad minis.

Q8.

100% agree Students take pride in their

work when completing

assignments that employ iPad

minis.

Additional comments

Technology is what students are used to using at home, so it only makes sense to use them in


the classroom.

Students have experienced frustration with using iPads. Sometimes they are not satisfied with work that is done on iPads because they feel like the iPads have actually hindered their

performance, especially in creating a final product.

As far as grades improving significantly, I chose neutral because I have not correlated the grades with iPads use.



Goal 2: Develop 21st century communication skills and digital citizenship skills.

Q1.

67% neutral

33% disagree

Students are more creative

when using iPad minis for

assignments.

Q2.

33% agree

33% neutral

33% disagree

Students communicate clearly

and "listen" carefully when

using multi-medias and

technologies in collaborative

activities.

Q3.

33% agree

33% neutral

33% disagree

Students are able to work

effectively and respectfully

with diverse groups.

Q4.

67% agree

33% neutral

Students use appropriate

reasoning skills and can solve

various problems effectively

when using their iPad minis.

Q5.

33% neutral

33% disagree

33% strongly disagree

Students seriously consider

personal-safety before sharing

personal information online.

Q6.

33% agree

33% disagree


Students respect copyright

laws and cite references

accurately when using other's

works.

Q7.

33% strongly agree

67% agree

Students use proper

"netiquette" when interacting

online.

Q8.

33% neutral

33% disagree


Students demonstrate digital

literacy by validating claims

and information found on the

Internet before using them.

Additional comments

I believe this is the area in which our students need the most instruction. They are used to


using devices socially, but really do not have much skill in checking validity of sources and

following safety/netiquette guidelines. I wonder if they are even aware that there are

guidelines. In the area of citing sources - students are very reluctant to do the work to cite

sources and respect copyrights. They assume that if it is on the web it is free game.

We need to do a better job making sure the students know "netiquette" and the dangers of the internet and misinformation.


Goal 3: Increase the schools academic success

Q1.

67% agree

33% disagree

Students meet or exceed

expectations for participation

in activities involving use of

iPad minis.

Q2.

33% agree

33% neutral

33% disagree

Students' most current grades

for activities that use iPad

minis are equal to or better

than previous grades that do

not use technology tools.

Q3.

100% neutral

Students consistently score

above the state or national

average on standardized tests

that use technology tools for

assessment.

Q4.

67% agree

33% neutral

Students push themselves in

areas of learning that may be

difficult by seeking out

resources on the Internet that

will help them to improve.

Additional comments

I don't think I have assessed the students use of iPads enough to be able to answer whether their

performance is better with or without. The projects we were able to do without the iPads were

different than the projects we now try to do with them. Sometimes a lot of time is lost using the

iPads because of connectivity issues, slow speeds, etc. The ending result is a project that is not as

good as one that was done without the iPads.

Changing the way we are testing with SBAC will take a bit to get used too, but is necessary for the

future of education.


Appendix E Student Survey (Link to actual Student Survey:

https://docs.google.com/forms/d/1yfTxvzfUXzLFoS5OUmiAJ_4z52VTHPgsAodBzEsMkUM/vi

ewform?usp=send_form)

Introduction Congratulations! You have almost completed another year of education at Hobson School. This

year you had the privileged of participating in a new program, the 1:1 iPad Mini Program.

In order to make the use of the iPad minis more meaningful to you, the students, I invite you to

participate in the Hobson School 1:1 iPad Initiative Student Survey. This survey collects

information that reveals how you feel this program helped you to succeed in following goals:

1. Improved learning through the use of technology and meaningful engagement.

2. Development of 21st century and digital citizenship skills.

3. Increased academic success.

Please take the time to answer the following questions honestly. Your input will help Hobson

School improve the use of individual devices and student experiences.

Vision Statement and Goals for the Hobson School 1:1 iPad Program 1:1 iPad Mini Program Vision Statement

(as established summer of 2013):

The vision of Hobson School is to improve student learning through the use of technology and



Goals:

Improve learning through the use of technology and meaningful engagement.

Develop 21st century and digital citizenship skills.

Increase academic success.

Thank you for your participation.

Goal 1: My learning improved through the use of technology and meaningful engagement.



Please answer the following questions as you feel they apply to this goal using the drop down

choices in the list provided.




1. I can use a variety of iPad applications and apply them to my learning experiences. 2. My grades improved significantly on assignments that require the use of my iPad mini. 3. I can automatically transfer iPad skills from one activity to another. 4. I enjoy using my iPad mini for class activities. 5. I actively engage in projects involving the use of my iPad mini. 6. My motivation to participate increases when activities involve the use of my iPad mini. 7. I am proud of my work when completing assignments that employ my iPad mini. 8. I push myself to complete activities that employ iPad mini when faced with challenges or

obstacles during usage.

9. Other comments regarding "improved learning through the use of technology and meaningful engagement."








10. I am more creative when using my iPad mini for assignments. 11. I communicate clearly and "listen" carefully when using multimedia and technologies in

collaborative activities.

12. I work effectively and respectfully with classmates when using my iPad mini. 13. I make good choices and can solve various problems effectively when using my iPad

mini.

14. I do not share personal information online. 15. I understand copyright laws and cite references accurately when using other's works. 16. I know what proper "netiquette" is and use it appropriately when interacting online. 17. Netiquette is the correct or acceptable way of communicating on the Internet. 18. I know how to make sure that information found on the Internet is true before using them 19. Other comments regarding "develop 21st century and digital citizenship skills."

Goal 3: Increased student academic success








20. I meet or exceed teacher expectations for participation in activities involving use of iPad minis.

21. My most current grades for activities that use iPad minis are equal to or better than previous grades that do not use technology tools.

22. I push myself in areas of learning that may be difficult by seeking out resources on the Internet that will help me to improve.

23. Other comments regarding "increased student academic success."

Student wish list: (students answered these with personal writing)

1. What apps would you recommend adding to the school approved apps? 2. How would you like to see the iPads used in your classes? 3. What was your favorite activity using the iPad minis?


Table 2.1 Student Survey Goal 1


Q1.

5% Strongly agree

45% Agree

18%Neutral

26%Disagree

5% Strongly disagree

I can use a variety of iPad

applications and apply them to

my learning experiences.

Q2.

3% Strongly agree

8% Agree

37%Neutral

29%Disagree


My grades improved

significantly on assignments

that require the use of my iPad

mini.

Q3.

11% Strongly agree

29% Agree

29%Neutral

26%Disagree


I can automatically transfer

iPad skills from one activity to

another.

Q4.

24% Strongly agree

29% Agree

18%Neutral

21%Disagree


I enjoy using my iPad mini for

class activities.

Q5.

16% Strongly agree

47% Agree

18%Neutral

11%Disagree


I actively engage in projects

involving the use of my iPad

mini.

Q6.

5% Strongly agree

24% Agree

29%Neutral

32%Disagree


My motivation to participate

increases when activities

involve the use of my iPad

mini.

Q7.

8% Strongly agree

29% Agree

37%Neutral

13%Disagree


I am proud of my work when

completing assignments that

employ my iPad mini.

Q8.

16% Strongly agree

42% Agree

26%Neutral

11%Disagree


I push myself to complete

activities that employ iPad

mini when faced with

challenges or obstacles during

usage.

Additional comments (continued on page 25)


My grades have not improved at all from the new iPads these things never work right. When we all got together to do the goodreads half of us didn't even get one because the sever was

overloaded!!,!!,!!,Kk

Sometimes the ipad it is difficult to do stuff like you can't print or sometimes our internet does not work and we can not do the activity we woud have liked to do.

= ) I think we should be able to play more educational games on our iPad.

i cannot use the ipad because the wifi on bthem are allwas failing and that is only on the ipads i was not able to partisipate when my class was working on a project because my i pad

was failing to work durring those class room activities. the obsticals in the ipad were not over

comeable durring class. i would often have to wait 2, 3 or in some cases a week to fx my ipad

because i would have to wait for my ipad. the ipad key board was too small and we can not

use them in studdy hall and that is the class that we need them the most

Most of the time we have problems getting the Ipads to work. Can't take them home so we can't do any assignment involving work with Ipads at home. Computers work better even

though they cost more. Computers are easier to work with and it is harder to see fine details

on the ipads you have to keep zooming in. We don't us them more much just as a research

tool. Which we can do on the computer. Also we have to use google docs so that we can send

it to the printer.

Only bad thing, teachers can only get FREE apps so they don't have much of a choice. Other than that, it is AWESOME!!!! :)

I feel like that we can don't have the freedom to actually use them to their full extent. Most of the time the teachers dont know how to use the ipads. And we really never use them in class

or for homework. Also when we do have an asignment with the iPads we don't even get to

use them in study hall to work on our homework.

i found that the ipads became more of a problem then any help. i have a hard time using it for typing because it has such a small key pad. The internet usually fails on it. The only uses i

realy found out of it was searching data. that only worked when the internet was working.

I think that using iPads are better than books

We don't use them enough to be able to answer some of these questions. We don't really use our iPads.... But when we do these answers do apply.

We like never use our iPads during school so I would like to say that we need use them more and please let us older ones listen to music with them or anything.

IPads are great but we never get to use them. There are so many restrictions. I feel like instead of everyday tool for learning it's just something we use once and awile. We can't even

use them in study hall. I would appreciate our iPads much more if there weren't so many

restriction and we could use them freely.

The iPads can be quite difficult.

This year, the I pads haven't really had much effect on class and school work. I find them harder to use and having more technical problems than a computer. They do not make class

more interesting or engaging.

I like using the ipads to a point but sometimes I don'like using them. We don't really get to use them too much in class so we don't really know our way around them.

I think the I pad minis are no use because we can't use them at all. I try to use them but it doesn't really work in some like computers and science. Language is good with these but they

don't all the time.




Q1.

8% Strongly agree

45% Agree

34%Disagree


I am more creative when using

my iPad mini for assignments.

Q2.

13% Strongly agree

50% Agree

32%Disagree


I communicate clearly and

"listen" carefully when using

multi medias and technologies

in collaborative activities.

Q3.

26% Strongly agree

66% Agree

8%Disagree


I work effectively and

respectfully with classmates

when using my iPad mini.

Q4.

13% Strongly agree

61% Agree

24%Disagree


I make good choices and can

solve various problems

effectively when using my

iPad mini.

Q5.

68% Strongly agree

32% Agree

0%Disagree


I do not share personal

information online.

Q6.

45% Strongly agree

19% Agree

3%Disagree


I understand copyright laws

and cite references accurately

when using other's works.

Q7.

29% Strongly agree

66% Agree

3%Disagree


I know what proper

"netiquette" is and use it

appropriately when interacting

online.

Q8.

11% Strongly agree

68% Agree

21%Disagree


I know how to make sure that

information found on the

Internet is true before using

them

Additional comments:

If they want us to use our iPads more they need to make sure the internet works and that we


could get apps that interest us and are improved by teachers Nothing

I love to use the iPads for Internet I have never gave any information to anyone and that will never happen

I think our school is getting close to having the technology that the 21st century, but we have further to go still.

We hardly get to use them

I don't feel that the I pads are the best way to teach digital citizenship. The questions regarding interacting online isn't relevant, we don't, and I don't think we could if we wanted

to, interact on social media or other sites.

I got alittle confused

It is helpful using google drive to get advice from other students and the teacher on reports

The teachers have taught us the appropriate way on our iPads




Q1.

13% Strongly agree

71% Agree

16%Disagree


I meet or exceed teacher

expectations for participation

in activities involving use of

iPad minis.

Q2.

3% Strongly agree

39% Agree

45%Disagree


My most current grades for

activities that use iPad minis

are equal to or better than

previous grades that do not use

technology tools.

Q3.

16% Strongly agree

25% Agree

24%Disagree


I push myself in areas of

learning that may be difficult

by seeking out resources on the

Internet that will help me to

improve.

Other comments regarding "increased student academic success."

The iPad is a good thing because of all the useful apps that apply to our learning

Our class rarely get to use the iPads.

I think that at an academic stand point they are a GREAT learning tool! I would like to further advance my knowledge about the iPads.

The academic success did not change and yet the iPads helped me to do some research.

This year was awesome. LOVE the iPads!! :)

i dont agree with most of them because i dont like to push my self

I think people should use technology more often

Thank you for the survey it was really nice :)

Like I said we really don't have assignments on the iPads so they don't help improve or decrease my grade.

Have had no grade improvement whatsoever due to I pads, they just make stuff harder.

I push my self to more challenging stuff I can handle those situation when I am older like in college.

Games

My grades have not changed at all because of the ipads

I like the iPad for learning

Student with list:

What apps would you recommend adding to the school approved apps?

little rittle

Minecraft, it's a fun game, if kids have fun with I pads they will want to use them more.

* spell checking apps

minecraft, better notation app, draw create app


Math counts

I would like more apps that I can interact with more.

There are some apps on the iPad that I don't think anyone in the middle school will use.

games

More historical apps.

Some great apps we could add on the iPads would be some brain teaser games or even any games at all most of the apps you get today involve using your brain and figuring things out.

Nothing we have plenty we just have to be able to use them.

Some apps that I would like to have on the iPad is more games. All we get to use the iPads for is research. I think that if we have free time or if we get our work done and if we have

been good in that class and If we are done then I think we should be able to play a game until

class is over.

Free book app A typing app maybe we could have a few games to use when we have free time and we can prove to the teacher that we don't have any other homework.

Little Riddle

Math apps, science, reading, fun learning apps

Educational or skillful games, like what kind of apps the 8th graders get like flow free.

I would like to add more educational games so that we can further our technology and education.

Minecraft and other fun game.

Music apps, game apps, movie apps, something we can have fun with once in a while.

Games

We have plenty, we just need to use them.

Smule apps- piano and guitar Fun apps and games

tinny wings physics minecrafr wicrosoft word

Minecraft and other games. Educational activities

Flappy bird and some other creative games

Maybe apps that are learning but still fun

I would like to have maybe a few more educational games but with a modern twist to them.

I do not know of any maybe one game if they unclench our throughouts a little and actually let us use them.

we should get the game hill climb or hay day.

More apps to help us learn and maybe some games.

Fun games of our choice

Flappy bird.

I would recommend to the school to have the teachers learn how to use them because it really seems that some students know more about them.

How would you like to see the iPads used in your classes?

I do not have any suggestion for the use.

Research and learning about new things

Maybe we could use them in all classes instead of just one ore two classes. We only use them maybe four times a week, if that.

Use them for education and less just plain research

Games maybe not so many books


I would like them used more because I think it will prepare us better for the future. I'm not saying to completely get rid of pen/pencil and paper, but to use technology more in the

future.

More often. We never or rarely use them any time during the week.

I would like to be able to use them in our study halls, but some people don't use them correctly.

Funnily

I would like to see them used for many things such as the following: Information Resources Online activities Classroom activities Fun Typing

To gather research. Assignments that require us to work with apps on our I pad for example, google drive or slide shark. To make like slide shows for presentations instead of making a

poster we could use the technology we have instead of ignoring it because we don't know

how to use it.

With better cases for the iPad

Got no idea

I would like to see them by doing more stuff with them and not just work all the time like going to a history game, or math game something fun.

FOrr search

Used to do work like computer, science, math, language, and social studies.

I would like to see that we use them used more in the class room.

Just use them

to have more fun in school.

I would like to keep learning from them.

I would like to see the iPads used in my classes by using research, and getting data and using it for homework.

Yes if the teachers could learn how to use them.

For homework

joyfully

i would like to see them to be just as useful as a computer and i would like to be able to print things from it and for it to be and efficient tool.

I would like to see them be used more often. Including different activities in class that can help us engage in class projects.

Maybe we could have like 5 to 10 minutes at the end of like 3 out of 7 periods we could play on our iPad

Interactive learning

We could use them when we like but not for bad things

More often for one, we never use them so I would like to use them in every aspect that we can.

Rescue fully

for information, games and learning

I would like to see them being used for more class projects.

money mannagement and bussniess

There not used often in very many classes so I can't say if I would like them used in different ways.


With fun academic things

What was your favorite activity using the iPad minis?

I enjoy the research and interesting things.

Haiku Deck!! Very fun.

Hand measurements that we did in science.

I like to be able to use the iPads for web searching because there is so much you can learn

When we use them just to look up random things (but they are still educational things). We do this mostly in history class.

games

My favorite activity was using the garage band.

I don't really have a favorite activity since we only used them for research purposes.

I like the google maps an things like that.

There really isn't a favorite activity using the iPads. And playing dots.

Everything

Tea search

We don't use iPads so we have not really done anything on them

I dont have one. we don't use them enough.

When we got to mess around in the mornings in the apps that are on them, we got to learn a lot from them. But I liked working on our 5th element essays.

sharing our writing to each other was fun.

No comment.

the game dots.

Science and language are mostly fun also language.

Pic collage or show me

Gooi

No any one really because they never actually work right.

cell project

sells

show me, google drive, google maps, reaserch

Going onto the good reads website.

I enjoy using the I-pads for research.

Doing research and looking at places across the world

Going on science stuff or listening to music

Playing dots our only game on them

Nothing really they r just ok

The app Dots.

google mail

Pic collage.

The dot's game.

hot air baloons boiling water but that was videoing

When looking up thing when we finish a book

505 Evaluation Report: 1.1 iPad Initiative Project Document

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