Analyzing the Effects of One-to-One Learning on Inquiry-Based Instruction. Issue 1 (3rd April 2017)

• Record Type: Journal Article
• Authors: Henderson-Rosser, Aleigha; Sauers, Nicholas J.
• Is Part Of: Computers in the schools. Volume 34:Issue 1/2(2017)
• Page Start: 107
• Page End: 123
• Publication Date: 2017-04-03
• Subjects: Inquiry-based learning -- one-to-one -- iPads -- science -- technology -- engineering -- mathematics (STEM); Education -- United States -- Data processing -- Periodicals; Computer-assisted instruction -- United States -- Periodicals; 371.334
• DOI: 10.1080/07380569.2017.1298955
• Languages: English
• ISSNs: 0738-0569

Abstract

ABSTRACT: This study examined the impact of a one-to-one iPad program on inquiry-based instruction (IBI) in an all-girls science, technology, engineering, and mathematics-focused school with 99% African American students. Case study research was used and included three teachers at the school for the purpose of this study. Data collection included pre- and post-interviews and 27 classroom observations. The Electronic Quality of Inquiry Protocol (EQUIP) was used to evaluate the quality of inquiry-based instruction. The EQUIP rubric is aligned with the National Research Council's definition for inquiry-based instruction, and made the tool particularly helpful for this study. The study identified two major themes related to the impact of a one-to-one environment on IBI. Teachers were able to use the technology to enhance their IBI, and the ways in which (how) they used the technology also had a significant impact on the quality of their IBI.