References

This study was initiated to investigate the benefit and usefulness of incorporating electronic learning material in to the curriculum of the Management 40700 course at the University of Notre Dame. No specific type of electronic device for delivery was intended, however, the Apple iPad was the device utilized by the students to access the e-materials. The students were informed after registering for the class and given the option to participate in the study (which meant receiving course reading materials via the iPad versus paper copy) and all students agreed to participate. One survey was administered three times (pre-course and weeks 2 and 7) with responses compared to measure five areas: 1) Behavioral Intention, 2) Performance Expectancy (usefulness), 3) Effort Expectancy (ease of use), 4) Social Influence, and 5) Facilitating Conditions. A second survey consisting of areas two and three above, was administered two weeks after the end of the course. All survey question results are presented side-by-side in bar graph form. The results indicate a high degree of satisfaction with the iPad use from anticipation to after they were returned at the end of the course. The main benefit of using an iPad to deliver course material, including its utilization during class, is that the students felt it made the course more interesting. The relevance of this study to our project school setting is that they are adult learners and that they are interested in electronic technology. The committee can use this study to support a recommendation to the board, if warranted, for purchasing the iPad and adopting its use in the classroom. In this case, the overwhelming evidence suggests that student interest, and likely learning, will be increased. As suggested by the authors of this survey, a post course survey would be prudent and the committee should look at the development of this survey as part of the overall course preparation.
 * Angst, C. and E. Malinowski (2010). Findings from eReader Project, Phase 1: Use of iPads in** **MGT40700, Project Management,University of Notre Dame Working Paper Series.** **Mendoza College of Business, University of Notre Dame. Retrieved October 15,** **2011from [|http://pdfcast.org/download/findings-from-ereader-project-phase-1-use-of-]****ipads-in-mgt40700-project-management.pdf**

The case study is about the use of iPads then textbooks. The study was consisted of a group of middle school students that use iPads in the classroom as textbooks and notebooks. Students had to use the iPads for online assignments and assessments. The article discussed how the differences with grades using on test using the traditional textbooks then the e-textbooks on the iPads. The case study can help participants distinguish the differences between the teaching and learning on a traditional textbooks and e-textbooks. The participants can show how the results of assessments can be different depending on students’ abilities. This case study can be used to show how iPads can be used daily in the classroom.
 * Barseghian, T. (2011, January 26). //A Day in the Life of the iPad Classroom.// Retrieved from Mindshift: http://mindshift.kqed.org/2011/01/a-day-in-the-life-of-the-ipad-classroom/**

The article’s focus is on whether schools are keeping up with the needs and interests of students when it comes to electronic technology and learning. The author points out that students are using portable hand-held devices with regularity, so much so that they are becoming the norm and yet our education system shuns them or barely acknowledges their usefulness. The evidence presented suggests that portable electronic devices do help students learn in the classroom by providing relevant information in a timely fashion and in a way that is interesting to the student. These devices also provide the student with opportunities to connect to the outside world that the current classroom model does not. Individualized access to people and places that interest the student while still being germane to the lesson at hand can provide learning opportunities that were non-existent ten years ago. The relevance to our collaborative project are the suggestions for use of portable electronic devices such as the iPad and the incorporation of assistant communication software. The committee can use the examples provided to include elements of learning in the lesson design that not only incorporate the iPad but also afford opportunities to address the diverse learning needs of the students. The article also provides references to the leading authors of the use of technology in the classroom, such as Dr. David Thornburg, and how every subject has evidience of learning improvement with the use of this type of device.
 * Bestwick, A., & Campbell, J. (2010). Mobile Learning for All. Exceptional Parent, 40(9), 18-20. Retrieved October 15, 2011**
 * from [] ai_n56427545/?tag=content;col1**

The book is a textbook about how technology can be integrated in daily teaching and learning. It talks about the different types of technology that is useful in the classroom. The book discusses how technology can help with self-directed learning, creativity, and assessment and evaluation. The book gives him practices of integrating technology in the different types of classes as far as subjects, ELL, and Gifted. The books give ideas for differentiated teaching and learning. This is a great resource for the participants can use to find examples of technology integrating in the classroom. The participants can see how effective the iPad can be in any type of classroom. They can demonstrate how engaging the students will be with technology being integrated. The participants can use this book to make a plan for what type of class with iPad integration can be effective daily.
 * Cennamo, K., Ross, J., & Ertmer, a. P. (2010). //Technology Integration for Meaningful Classroom Use.// Belmont: Wadsworth, Cengage Learning.**

This electronic source gives the results of a case study that was done at University of Notre Dame. The study was how iPads can be useful in the classrooms. The iPads made classroom more engaging and interesting. The iPads did not distract the flow of the classrooms. Students were able to use them many different activities. The iPads encouraged students to research and explore at any time. Students used the iPads effectively for online classes and activities. This study is an example of iPads working effectively in teaching and learning. It show stakeholders proof of iPads in the classrooms. The case study gives the participants ideas on what the iPads can be used for in the classroom.
 * Chapla, S. (2011, January 21). Study results: Students benefit from iPads in the classroom. Notre Dame, Nevada.**


 * Fusch, D. (2010, May 06). //3 questions to answer before a wide-scale adoption of the ipad//. Retrieved October 7, 2011from http://www.academicimpressions.com/news.php?i=75**

This article provides guidance to decision makers as they look to implement the iPad technology into their learning environments. Before taking on the cost and implement the technology, Tim Chester, CIO and vice provost for academic administration at Pepperdine University, ask that you address three main questions before adopting the iPad technology. With Tim's guidance as it relates to implementing the ipad technology into a learning environment participants of the collaborative project can gain advice and tips on the right way to introduce and incorporate the technology within their institutions and prepare accordingly for usage and support by teachers and students alike. The three questions posed by Tim Chester in the article are relevant to the participants and they will prepare accordingly for implementation has they attempt to address each of the questions posed. Of course if the participants do not see the technology as a sustainable market share then they should not pursue the implementation of the technology. If the participants during the pilot stage identifies there is a better learning experience with the use of the technology then they move toward implementation. If the participants move towards implementation then they must consider the success of the implementation which means that they need to provide proper support to the educators and for the technology device to ensure little to no learning experience barriers.
 * Is there evidence that the iPad has a sustainable market share?
 * Is there evidence that integrating the iPad into your courses leads to better learning?
 * Are you prepared to provide hardware support commensurate with your level of adoption?

According to the article, iPads were used in a pilot program to find out the usefulness of them in a math class. A school in New York purchased iPads to implement in the teaching and learning of the math class. It discusses the pros and cons that the administrators, teachers, and parents thought about the adoption of the implementation of the iPads. Students used them in class and at home to replace textbooks, students can turn in assignments to the teacher at any given time, and can be used as electric student’s portfolios. It is stated that there is no study that iPads help students to learn more or faster however it is a tool to engage students in teaching and learning. This article discusses the pros and cons of the adoption of the iPads. This is useful for our project in order to address the reasons for the adoption. The participants will be able to address how they will use it in the class teaching and learning. The participants will be able to help administrators make decisions on why to make an expensive purchase for the school district. The article can be used as a tool to answer all questions that all stakeholders will have for the implementation of the iPads.
 * Hu, W. (2011, January 4). Math That Moves: Schools Embrace the iPad. //The New York Times//.**

This study looks at the use of mobile technology as a support tool for instruction and evaluation. The researchers took into consideration the importance of planning for technology inclusion so as to improve education quality. The planning consisted of socializing the technology, incorporating the technology into specific courses based on volunteered educators, training of the teachers, preparing for technical assistances, and application and support of the technology. With the preparation in place the researchers looked at performance of students that utilized the technology against current and past performance of those students who have taken the course without the technology. It was found that the inclusion of the technology did improve the educational experience but it was essential to the success of this study to properly prepare. Participants of the collaborative project will gain better direction on how to prepare their environments for the implementation of a technological device even through its pilot phase. Identifying the essential elements for preparing and including the iPad technology within their schools is important to a smooth adoption of the technology.
 * Inclusion strategy for mobile technology in the classroom: experience at the Universidad de Tarapacá. (2011). //INGENIARE - Revista Chilena de Ingeniería//, 19(1), 19-25. Retrieved from EBSCO//host//.**

Involve, prepare, apply, and develop highlights the effective use of the iPad technology by the Specialized Education Services organization throughout the various alternative schools within their network. The article is sectioned into four areas as it speaks to the importance of (1) all students being involved, (2) taking the time to prepare the technology to support the lesson, (3) applying the technology to all areas of the student environment when needed, and (4) developing the student abilities and skills to locate and gain additional information while utilizing the technology. This article is relevant to the participants of the collaborative project because they need to plan the best possible approach to gaining buy-in and adoption of the technology as they prepare for inclusion. The ability for users (teachers & students) to transfer their skills and existing knowledge of technology to the iPad makes adoption easier. Incorporating the technology into the learning experience whereby individuals can make connection to the importance and relevance of the technology to their content also makes it easier for adoption.
 * Kelley, A. ( 2011, March 23) . Involve, Prepare, Apply, and Develop: iPads in the Classroom. //Tech & Learning//. Retrieved October 10, 2011 from http://www.techlearning.com/article/involve-prepare-apply-and-develop-ipads-in-the-classroom/47763**

This study was conducted by two students from Reed College with the primary purpose of comparing student satisfaction between the use of a Kindle DX (the object of a previous study) and the Apple iPad. Students from the Political Science 422 course (the same course as the Kindle DX study) were required to use the Apple iPad for all course readings. The three methods used to gather information included an online survey that was conducted at the beginning and towards the middle of the term, email collected from the participants at will, and a group interview conducted at the end of the term. The study outcomes included facets of the ease or difficulty of use of the Apple iPad versus the Kindle DX. Students were overwhelmingly positive about their experience with the Apple iPad over the Kindle DX, so much so that when offered to purchase them after the study, 100% of the participants did so. Findings include LCD screen easy to read, touch screen responsive to manipulation, multiple-function capable, i.e. browsing, video playback, messaging, etc., and accessibility, e.g. text-to-audio conversion. The relevance to our project is that our participants will be making decisions on how best to implement the use of the Apple iPad in to an educational setting and this study addresses any strengths or weaknesses from the student’s perspective. Making these decisions from the student’s perspective is invaluable compared to the typical alternative of deciding for the students and discovering the product does not meet their needs. Knowing what capabilities of the iPad work best in an educational setting will also help the committee to choose the skill sets that will be assigned to the iPad for completion.
 * Marmarelli, T. & Ringle, M. (2011). The reed college iPad study. The Reed Institute. Retrieved October 15, 2011 from http://www.reed.edu/cis/about/ipad_pilot/Reed_ipad_report.pdf**

This article looks at the success of the Chicago Public Schools (CPS) after they have piloted the use of the iPad in more than 20 of their schools. The author explains the procedures that CPS used to select and implement the trial program, the methods of ensuring safe handling by students, the measures employed to develop the incorporation of the iPad in to the daily curriculum across all grade levels. The concerns of those who worry about the devices becoming more of a distraction than a learning tool, even from President Obama, are dispelled by the enthusiasm and success stories relayed by the teachers and administrators of CPS. The impact of this article on the decision making process of our project (and committee) is that it provides a positive outlook on the decision to pilot the use of the iPad for our students. The methods illustrated can easily be applied to our group of adult learners and the methods employed to maintain a learning atmosphere give the committee suggestions on how to keep the devices from becoming another toy for the students to play games on or a distraction from learning but a viable tool to enhance and progress their learning.
 * Mulholland, J. B. (2011). iPads Strengthen Education. //Government Technology//, 24(4), 20-24. Retrieved October 15, 2011 from http://www.govtech.com/education/iPads-In-The- Classroom.html**

The purpose of this study was to evaluate the impact of the Apple iPad (if any) on the college/university setting after its initial release and 12-18 months later. Three aspects are reported: First, the capabilities in a college/university setting are reported; Second, a survey was conducted to determine the actual use in a college/university setting 12-18 months after the initial offering of the product; Third, recommendations are presented on further research and study. The first area consisted of six typologies: 1) //Ubiquitous Access to Course and Subject// //Materials//, 2) //Enrolment and Administration//, 3) //Peer-to-Peer and Peer-to-Educator// //collaboration//, 4) //Content Generation//, 5) //Research/Material Yielding//, and 6) //Productivity// //Enhancement//. Citing various references, the authors summarize effective uses of the Apple iPad in these six areas. Next was the survey of select colleges/universities that have implemented the use of the Apple iPad for at least 12-18 months. The survey and the results were categorized using the six typologies of the first section of the study and the results indicated an 83% use for course materials, a 33% use for content generation, and a 25% use for collaboration. The lowest response was 1% for productivity tools. The conclusion of the study is that the technology is relevant and will continue to grow, as such, colleges and universities need to expand their use from content delivery to all aspects of the learning continuum. Since the committee is making the decision for adult learners, this study of college/university level usage of the Apple iPad makes sense. The specific discussion of the six typology areas helps to provide explicit definition of the Apple iPad’s possible use in the settings before the committee and will make them better informed as they make their decision as to how to apply this technology to the learning environment of the students in question.
 * Murphy, G. D. (2011). Post-PC devices: A summary of early iPad technology adoption in**
 * tertiary environments. //E-Journal of Business Education & Scholarship of Teaching//, 5(1),**
 * 18-32. Retrieved October 15, 2011 from EBSCO//host//.**

Administration, Faculty, and students at Pepperdine University's are working together to assess the effectiveness of the iPad as a learning tool. For a total of three semesters which began fall, 2010 the research team has been comparing student learning outcomes between students who use the iPad technology and those who use computers to aid their learning through various degree programs. The team continues to identify areas of engagement and improvement and are continuously making adjustments, asking more questions, and communicating their findings so that other institutions can benefit from their findings. The participants of the collaborative project can locate a multitude of information within this research study as it relates to the implementation and use of the iPad into their classrooms. There are documents already created and utilized at Pepperdine that participants can also utilize for guidance or use based on proper approvals at their institutions. The research study also provide a number of resources (reports, articles) and links which support the successful use of the iPad in a variety of subjects areas.
 * Pepperdine University. (2011). i//Pad Research Study//. Retrieved October 5, 2011 from[]**

According to the article, different school systems were a part of adopting iPads in their teaching and learning. The article discusses the benefits of the implementation by the educators who uses them in their classroom. The students were able to use them as electronic textbooks and electronic portfolios of their class assignments. Teachers were able to develop assignments and assessments for the iPads. The students created projects such as powerpoints for projects using the iPads and played educational games for practice in any subject. The teachers saw this is as benefits that will further engage students more in their learning and be able differentiate instruction for the different learning styles and levels. This article gives insight for participants to build a strong foundation to show how the iPads will be used in the classroom. The participants can use the article as resources on the types of things that will be useful in teaching and learning with the iPads. The participants can introduce the apps that can be used by the students and the teachers. The participants can identify what activities and assignments that can be completed using the iPads. The participants should be able to insure to the stakeholders that training is necessary and can be held. This article is a resource for examples of activities that can be done in classrooms.
 * Quillen, I. (2011). Educators Evaluate Learning Benefits of iPad . //Education Week//, 38, 40-41.**

This book focuses on the different elements encountered when attempting to adopt an innovation within an environment. I choose to have the participants focus on chapter 5 of this book which speaks to the Innovation-Decision process and highlights the 5 stages of this process in detail. Understanding the five stages of the Innovation Decision Process – knowledge, Persuasion, Decision, Implementation, and Confirmation, will help the project participants with preparing a successful implementation of the iPad technology. Having a keen awareness of the steps/stages that an innovation takes to be diffused into an environment is important to making good decisions of how they technology will be introduced and incorporated into the specific learning environments.
 * Rogers, E. (2003). //Diffusion of innovations//. (5th ed., pp. 169-218). New York, NY: Free Press.**
 * Knowledge Stage – the need, the relevance, the awareness of the technology
 * Persuasion – forming an opinion, beliefs of innovation
 * Decision – accept or reject the innovation
 * Implementation – utilization of the innovation
 * Confirmation – seeking reinforcement for adoption, making adjustments to decision based on ongoing utilization

According to the article, there are 10 ways to use iPads in the classroom. Teachers can use these ways to implement iPads in their teaching and learning. The different ways consist of students using them as e-textbooks and portfolios. Students can use them to view videos and podcasts for class discussions. Students can use them to create presentations for projects. Students and teachers can use them for communication at any time and to submit assignments and grades and feedback. Students can use them for collaborative learning groups and centers. These ways gives teachers and students ideas for planning teaching and learning with the iPads. This article can help the participants list the activities that will be used for the iPads. The different ways to use iPads will show the stakeholders that teachers and students will can use them in many ways daily. The participants can demonstrate the different ways to use the iPads in the classroom.
 * Schroeder, B. (2010, April 23). //10 Ways to Use the iPad in Your Classroom//. Retrieved from Teacher Technology: []**

The purpose of this book is to provide a how to guide on using the Apple iPad 2. The authors have attempted to make using the iPad2 as easy as possible with step-by-step instructions and visual cues that guide the reader through the myriad of applications available on and for the ipad2. The book is divided in to four parts: 1) Quick Start, 2) Introduction, 3) You and Your iPad, and 4) iPad 2’s Soul Mate: itunes. The most extensive section is part 3: You and Your ipad. Most of the detailed instruction on the use of the iPad2 is located here. The committee members should find this book useful in getting them familiar with the functions and capabilities of the iPad2. Many, if not all of them, have not used an ipad so having a guide to refer to is helpful, especially if they are determining how students will use them in educational setting. They will be unable to make these decisions from a knowledgeable point of view with out a reference guide. The way this book is written, along with the clear and precise graphics, make it easy to follow and comprehend, even for the least experienced novice of Apple products.
 * Trautschold, M. & Mazo, G. (2011). iPad 2 made simple. New York: Springer.**

iPads for Learning is a trial version taking place at nine of Australia's Victorian Government schools system in collaboration with the Department of Education and Early Childhood Development with support from the Apple Corporation. The collaboration of teachers, students, and parents in this tracks the usage of the device by students in their environments (home, school) while giving them the freedom to connect to the internet wirelessly, download apps that are of interest, interact with apps that were already identified by the school system. This study allows for a total of 700 students to have access to an iPad at school and at home as the study looks to identify the impact of using iPads to support learning for students, teachers and parents. This study will assist participants of the collaborative project with designing and implementing learning experiences with the usage of the iPad technology. With guides and resources embedded throughout the study website participants can review documents and reference information, and best practices. While piloting the iPad and creating their own connection of using the technology within their learning environments participants can gain in-depth knowledge from the experiences that individuals in this trial have encountered. This study also shows the importance of allowing students to have some control in customizing their learning experiences and interaction with the technology device. It illustrates the importance of allowing the students to connect and engage with not only the content but the device.
 * Victorian Government schools Department of Education. (2011). iPads for Learning. Retrieved October 5, 2011 from [] **

This article addresses the relatively new format that the Apple iPad delivers and how the K-12 education system is embracing it. Many of the applications (or “apps”) available are easily and quickly available on the device which makes its use ideal in a dynamic setting such as a school. Comparisons are drawn between the Windows (PC) and Mac (apple) operating system formats including ease of use and compatibility with existing, site licensed software. Another way of comparing is with iPads versus Netbooks. Cost is a major limiting factor for most districts because the Apple iPad is significantly more expensive with less computing power than the comparable Dell Netbook. A table is provided with basic equipment information for a laptop, netbook, and iPad including pros and cons for each. The usefulness of this article to the committee is that they can see a side-by-side comparison of operating parameters and cost of each type of product to help in their final recommendation. Although the initial iPads are to be donated, any further purchases will be items from the school’s budget. The article is also helpful and prudent because it provides information of school district’s actual experience with implementing these devices which can help the panel in its decision making process.
 * Waters, J. K. (2010). Enter the iPad (or Not?). //T.H.E. Journal//, 37(6), 38-40. Retrieved October**
 * 15, 2011from EBSCO//host//.**

A catalog of iPad app refers to a list of resourceful educational apps that educators can use in their classrooms. This list is a result of 14 educators consisting of special education teachers, psychologists, therapists, and other educators wanting to produce a catalog of iPad apps. The list is broken into school level categories and even provides a category for apps that can be used with learners with Autism. The list provides a description of the app and cost if applicable. In some cases there is information on way educators would use the app. It is the collaborative effort of educators in one county but it is open and available to all to contribute. This resource is a blog site that participants in our project can gain valuable references points to as they work to create their own list of iPad resources that will benefit their students. Understanding how the iPad can make a difference in delivering or supporting instruction through the use of appropriate apps is essential to incorporating the technology into the learning experience. The reference list of apps can be shared with all participants who will be involved in adopting the technology within the respective environments. Also this group gains more experience and encounter other apps that are beneficial then they can all be participants of building the catalog which will benefit everyone.
 * Windman, V. (2011, August 31). //A catalog of ipad apps for teachers and students by vicki windman//. Retrieved from []**