Date of Award
Curriculum and Instruction
College of Education
Type of Degree
Dr. Lisa A. Heaton, Committee Chairperson
Dr. Elizabeth Campbell
Dr. Kimberly McFall
Dr. Raymond Singleton
Technology has become a natural part of our students’ lives. The use of iPads in classrooms has increased, and educators are becoming more experienced using them during instruction. Research needs to focus on providing educators with examples of effective instructional practices with iPads. To provide samples of effective instruction, this qualitative study used evidence from classroom observations and aligned the lessons to the Technology Integration Matrix (TIM). Lessons were observed and aligned to the Adoption, Adaptation, and Infusion levels of the TIM with Active, Collaborative, Constructive, and Authentic learning attributes. In addition this study investigated the perceptions teachers and principals had about their journey with iPads and the impact on their schools, classrooms, and students. Three elementary schools in West Virginia were chosen by means of purposeful sampling, and classroom observations and interviews were used as methods of data collection. Four main themes emerged from the data: lessons that fall higher on the TIM created more student ownership of their learning; iPads increased student engagement and provided more opportunities for collaboration; effective student-centered instructional practices led to more effective implementation of iPad integration versus teacher-centered instruction; and strong leadership in a school contributed to the effective implementation of iPads.
Educational technology -- Research.
Computer-assisted instruction -- Research.
Teaching -- Aids and devices.
Phillips, Bridget, "Effective iPad Instruction: A Qualitative Study Comparing Classroom Practices to the Technology Integration Matrix" (2018). Theses, Dissertations and Capstones. 1190.