Recent literature has provided insight on the role of technology in today's classrooms, capabilities of the iPad's hardware, visions and vices on integrating iPad technology into the classroom, and using "apps" as learning tools. These themes are explored in the present study as their findings provide a reliable foundation on the degree of effectiveness some of the most popularly downloaded apps contain.

 

The 21st century has opened new doors to the way in which students learn with a more emphasized push on incorporating technology into the classroom. As a result, the role of technology in today's classrooms has gained widening attention. Shareski (2011) explains that much of the reason iPad technology has been in the spotlight lately, is because the device makes computing easier (p.58). The iPad allows its users to send an email, check the current week's weather forcast, document memories in the form of a video, or squeeze in a few quick games  before an appointment all in one place with just a few touches on the screen. The list goes on. Because the iPad is universally accessible and has so many customizable features, the iPad "seems to be leveling the playing field" (Shareski, 2011, p.58).

 

Pushing the iPad into the classroom causes us to question whether it's the design of the iPad and its apps that make it such an attractive device in the classroom, or whether it's the content this device supports. Murray & Olcese (2011) make note that the various media types including text, audio, still image, and interactive images make the iPad engaging for its users. However, they continue to question whether the content allows iPad users to learn in the classroom in a way which is not otherwise possible (p.45). Within their study, Murray & Olcese (2011) were able to draw up specific apps that were able to allows their users to complete tasks in ways which were not otherwise possible. They also named apps that fell short of doing these things. With further analysis, the apps that were mentioned as allowing users to complete tasks in the classroom that weren't otherwise possible also happened to take full advantage of the iPad's hardware. They provided scenarios in which users could connect and perform in a global community, incorporate GPS features to make learning relate specifically to their location, utilize side-by-side text and video functioning, include interactive pieces that allow users to draw, write, or upload their own sound or voice, and allowed users optimize on the iPad's accelerometer to demonstrate their knowledge (p.47). Deeper exploration is needed to determine whether Apple's most popular apps are research-based.

 

Raggi & Chronis (2006) have also presented some interesting ideas with regards to visions and vices of integrating computer-assisted instructon (CAI) into the classroom. It has been widely shared that iPad devices have the ability to sustain student attention for longer periods of time than more traditional forms of instruction. This is especially true for students with shorter attention spans. Raggi & Chronis (2006) explain that computer-assisted instruction allow students to become more actively involved in their learning by providing the opportunity to divide content into smaller chunks of information, highlighting essential material, using multiple sensory modalities, allowing repeated trials, and provision of immediate feedback about response accuracy (p.91). Research proves that computer-assisted instruction has improved on-task behavior and increased work productivity in children, making it a worthwhile area to further explore. More information is needed in regards to special education apps and whether they are providing opportunities for students to be more actively involved in their learning. Raggi & Chronis (2006) opened huge doors to the present study by discovering what specific components within computer-assisted instruction make learning effective. The present study considers these components when determining whether app design is supported by research.