ABSTRACT
Tablet computers like the iPad seem to be well-suited for educational purposes, but no empirical research yet exists that examines its potential. This chapter shares the stories of Brett and Julie, two veteran high school English teachers who are integrating iPads into their classrooms for the first time as a part of a one-to-one iPad initiative at Hilly High School. We share an analysis of their practices, developed over the past year via weekly classroom observations, formal interviews, and numerous informal discussions. From these risk-taking practitioners, we identify and discuss issues related to pedagogy, assessment, new media literacies, efficiencies, student behavior, engagement, distractibility, and academic integrity. Results indicate that the iPad improves the efficiencies of learning activities but also introduces new classroom management issues. Many teaching and learning activities with the iPad can be either engaging or distracting. Our findings may prove useful to districts, schools, and practitioners who venture to establish similar ubiquitous tablet-supported educational innovations.
