Brice, LynnOlson, Johannah2015-02-172017-04-142015-02-172017-04-1420152015https://hdl.handle.net/11299/187468a thesis submitted to the Faculty of University Of Minnesota Duluth in partial fulfillment of the requirements for the Degree of Master of Education, January 2015Committee names: Lynn Brice (Chair). This item has been modified from the original to redact the signatures present.Staff at a diverse, suburban junior high were surveyed about the 1:1 iPad implementation program that is in its third and final year of integration. Staff were surveyed with questions about their perceptions of the use of iPads in a 1:1 classroom, their understanding of the educational affordances of the iPad, and the actual use and frequency of their use of iPads in their classrooms. Overall, staff at XJH perceived the iPad to be useful in the educational setting. However, results indicated staff are not understanding the affordances, with most reporting little understanding of five of the seven iPad affordances. Staff indicated they utilized about three affordances at a frequency of four or more times a week. Results suggest that teachers’ positive perceptions of iPads with a more advanced understanding of how to best utilize iPads may potentially transform teaching in ways that benefit 21st century students. Further research is needed to study the transformational potential of iPad use in the classroom as well as possible connections between perceptions of the usefulness of iPads in education and actual usage.enClassroomEducational settingsComputers in educationMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)iPad (Computer)Computer-assisted instruction.Junior high school teachers -- Attitudes.Scholarly Text or Essay