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 21
st
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 Strongly
Disagree
Neutral
Strongly agree or
Agree
Figure 1: Hobson 1:1 iPad Initiative Staff Survey

Interviews
Superintendent I nterview
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 I nterviews
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 21
st
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 Strongly
Disagree
Neutral
Strongly agree or
Agree
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 21
st
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 21
st
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 21
st
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
8
th

Beginning this year, all students, grades 5
th
-8
th
, will have technology at their fingertips, literally.
The district has taken another step in developing 21
st
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 5
th
-8
th
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 21
st
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 5
th
-8
th

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 6
th
-12
th
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 21
st
century skills,
including communication, creativity, collaboration, digital citizenship, and critical
thinking.

Primary goals:
2. Develop 21
st
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 21
st
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):

Goals:
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.
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
Goal 3: Increase the schools academic success.
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):


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

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

505 Evaluation Report: 1.1 Ipad Initiative Project Document

Uploaded by

Copyright:

Available Formats

1:1 iPad Initiative

Hobson Public School

You might also like