Introducing iPads into Senior Secondary School Teaching

Teachers’ Use of iPads as Tools in Teaching

Jani Kontkanen, Teemu Valtonen and Pertti Väisänen

School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland,

Yliopistokatu 2, Joensuu, Finland

Keywords: Tablet-Computer, iPad, Senior Secondary School Teachers, One-to-One Computing.

Abstract: Contemporary education is changing with portable devices coming to schools. The borders between formal

and informal learning are diminishing. The use of tablet-computers in teaching provides teachers and

students with tools that can facilitate teaching and learning in and out of formal learning environments. Our

paper is based on a pilot study launched in a teacher training school at senior secondary level where a group

of teachers were given iPads to introduce in their teaching. This study reports the findings on how the

teachers utilized the iPads as tools during their first year of use. We aimed to find out how the teachers were

using the iPads and which apps and network (learning) environments they used in their teaching. The data

collection was based on: 1) informal discussions with the teachers, 2) teachers’ reflection tasks, and 3)

interviews. The first step was used as a foundation for the second step, which was used as a foundation for

the third. The data described in this paper are based on the interviews and their analyses.

1 INTRODUCTION

Using tablet computers in teaching is popular

nowadays and has been the mainstream in Finnish

schools for a while reflecting the guidelines in the

national core curriculum in basic education (Finnish

National Board of Education, 2004) and the national

core curriculum for upper secondary schools

(Finnish National Board of Education, 2003) about

ICT use in teaching. The curricula in Finnish

education are currently under reform, but already

learning ICT skills widely is described in the draft of

the new national core curriculum in basic education

which will be implemented throughout the country

in 2016 (pp. 16-17, 23-24 Finnish National Board of

Education, 2014). In Finland there is an increasing

number of schools using tablet-computers in

teaching and the possibilities to choose different

brands of tablet-computers are many, but basically it

is between three different operating systems:

Apple’s iOS, Google’s Android or Microsoft’s

Windows. Microsoft was somewhat late in

introducing an operating system that works with

touch, so mainly the choice in Finland has been

between Android and iOS. In this research, the tablet

computers are Apple’s iPads which use iOS.

However, there are many schools in Finland that

have chosen the tablets running Android, mainly

because their price is lower than the tablets running

iOS.

Until recently, Apple has been almost

completely absent from Finnish schools. Some

schools have had a Mac-lab, but the number has not

been high. However, after iPads were introduced and

their possibilities for teaching became known to

larger audiences, some Finnish schools decided to

implement iPads in the teaching. This is in line with

global trends: Apple has been promoting learning

with their devices for decades, especially in the U.S.

There is a section in Apple’s website for education

(Apple Inc. a) and also one for education with iPads

(Apple Inc. b). Apple’s devices are also increasingly

involved in people’s daily lives in Finland as their

phone sales have increased compared to other

brands.

One-to-one (or 1:1) computing has been

researched quite thoroughly (see Penuel, 2006), and

is there a more effective way to implement one-to-

one computing in teaching than to give a tablet-

computer to every student in the school? Laptop

initiatives have been implemented (see Holcomb,

2009) and studies have been done with mobile

devices under the Mlearning-topic (e.g. Martin and

Ertzberger, 2013). However, it is not clear if

computing, or learning, happening with a tablet-

computer should be called one-to-one computing, e-

341

Kontkanen J., Valtonen T. and Väisänen P..

Introducing iPads into Senior Secondary School Teaching - Teachers’ Use of iPads as Tools in Teaching.

DOI: 10.5220/0005450903410348

In Proceedings of the 7th International Conference on Computer Supported Education (CSEDU-2015), pages 341-348

ISBN: 978-989-758-107-6

 2015 SCITEPRESS (Science and Technology Publications, Lda.)

learning or mobile learning. The difficulty of

positioning tablet-computers to either e-learning or

m-learning has already been addressed a decade ago

by Traxler (2005).

A tablet-computer is in many ways a fusion of

the fore-mentioned laptops and mobile devices. It

has a touch-screen, mobile capabilities and the apps

or programs are its core function, with the file

system being virtually non-existent, as in smart

phones. In comparison to a laptop, a tablet-computer

also has a large enough screen and a quite powerful

CPU (central processing unit); it is also possible to

use office programs with varied ease with tablet

computers and also different attachable keyboard

devices are available. Tablet-computers are almost

as portable as traditional mobile devices and have

almost the performance of a laptop.

According to Cochrane, Narayan and Oldfield

(2013), iPad’s iOS ecosystem also offers powerful

tools for collaboration and content generation.

Tablet devices have an ability to transform the space

where the students work as pointed out by Fisher,

Lucas and Galstyan (2013). Fisher et al. also

emphasize the portability of tablet devices and iPads

and their efficiency as devices for media

consumption. Bradley (2012) reported an increase in

students’ control over their classroom activities and

that the students are so engaged in the use of iPads

in the classroom often they want to do more work

than required. Pegrum, Howitt and Striepe (2013)

point out the importance of being connected to one’s

PLN (Personal Learning Network) by using the

iPad. They also discuss that this way iPads support

students’ learning across formal and informal

context, making it seamless.

A pilot study was launched in University of

Eastern Finland’s training school’s senior secondary

level. The aim was to give iPads to all the students

who began their studies at the senior secondary

level. Some teachers were selected from each

subject to receive iPads beforehand to practice using

them before taking them into their teaching. In this

research the views of these teachers after one year of

using iPads in their work, life and teaching are

reported. When the study began, there was very little

research literature on the topic. For this reason, we

wanted to make the interviews used for data

collection based on the reality of the teachers and

their own experiences.

2 MATERIAL AND METHODS

This research was conducted during an experiment

in a university training school, where a pilot group

was given iPads to introduce into their teaching in

the middle of the autumn semester. The aim was to

give iPads to the rest of the teaching staff and the

students beginning their work at a secondary senior

level at the end of the year after the pilot group had

learned how to use the iPads in order to guide others

in learning them. The pilot group consisted of eleven

teachers in different subjects in the senior secondary

school. The only subject taught by two different

teachers was Finnish language and literature. Other

subjects the teachers taught included: physics,

music, arts, English language, Spanish language,

German language, Chinese language, history, civics,

law, religion (orthodoxy), ethics, psychology,

biology, geography and mathematics. Most of the

teachers had classes in the junior secondary school

as well as in the senior secondary school. With this

variety in taught subjects and levels, we tried to

cover as many different contexts of teaching as

possible.

The research was conducted in three steps. In the

first step, we discussed with the teachers who had

received iPads in the beginning of the school’s

experiment. When the discussions took place the

teachers had had two to four weeks of practice and

experimentation in the use of iPads in their teaching

and in general. The discussion was done in groups

based on the subjects the teachers taught. The groups

consisted of the teachers from the school and two

researchers and a lecturer in subject pedagogy from

the university. The discussions were informal and

the aim was to find out how and what the teachers

were doing at the beginning of the experiment. We

found that they were planning and experimenting

using a large number of different apps and network

(learning) environments in teaching when using

iPads. They also tried out different approaches to

taking iPads into their teaching. These discussions

were used as a base for the second step: forming a

reflection task to be undertaken by the teachers. The

teachers were asked to write thorough and

descriptive answers to four questions related to the

use of iPad, apps and network (learning)

environments in their teaching. The answers to these

reflections varied from thorough descriptions to very

short, few word answers. We noticed that the

answers were not detailed and descriptive enough to

answer our research questions and thus, based on the

reflections, we formed a set of questions to create a

semi-structured interview. We tried to refine the

interviews so that the questions we asked the

teachers addressed our research questions in

multiple ways (see appendix).

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The interviews were conducted approximately

one year after the teachers first received their iPads

and the teachers were asked to reflect on their past

year using iPads in teaching. The research questions

posed for the interviews at this stage of the research

were: 1) How are the teachers using iPads as tools in

their teaching? and 2) How many and which apps,

software and network (learning) environments are

the teachers using with their iPads? The interviews

were transcribed and the transcripts analysed using

situationally adapted grounded theory. The purpose

was to establish what emerged from the data and

compare it to existing theories and previous

research. The researcher in charge of analysing the

interviews was also the main participant in

discussions with the teachers and creating the

interviews. He also gave the reflection task to the

teachers and conducted the interviews and

transcribed them. In this way the process of analysis

began forming, to some extent, at the beginning of

and during the research. The researcher listened to

the responses during the interview, then once more

when transcribing after which he read the interviews

twice, making small thematic markings on the

second reading. After that the content was coded

using Atlas.Ti -program, and the codes were sorted

to different code families. The codes were found

within the data and there were no pre-set codes or

codebook for the process. After this, the codes and

code families were exported to a spreadsheet

program, where they were divided into themes,

taking the quotations in question into consideration

while doing the compression. The codes were then

compressed and combined with others within the

same theme to reduce the number of and possible

overlapping of codes.

3 FINDINGS OF THE STUDY

As mentioned in the previous section, the questions

we posed at this stage of the research were:

1) How are the teachers using iPads as tools in

their teaching, and

2) How many and which apps, software and

network (learning) environments are the

teachers using with their iPads.

3.1 Teachers’ Use of iPads as Tools in

Their Teaching

We asked the teachers directly how they are using

iPads in their teaching. We found most of the

descriptions to the categories below within the

answers to that question and also from questions on

what apps and network environments they are using.

After the discussions with the teachers, and before

interviewing them, we noticed that they were using

the iPads in different ways, but mostly it seemed

they were trying to replace old methods with the

new device. We expected to find a wide variety of

ways, but the focus was mainly on iPads replacing

the old tools.

The teachers mentioned a total of twenty-eight

different ways of how they use iPads in their work

and in their teaching. Among these, we identified

four different themes as a result of categorising the

codes: 1) the iPad as a tool for demonstration and

using mind-maps, 2) production and use of different

types of materials, 3) using the iPad as a tool for

taking notes, reading, writing and information

searching, and 4) using the iPad as a tool for giving,

commenting and collecting tasks, exams and

feedback.

3.1.1 Using the iPad as a Tool for

Demonstration and Mind-Maps

Table 1: Demonstration and mind-maps.

Theme Code

Number of

teachers

Demonstration

and

mind-maps

Making, doing, and

showing mind-maps

Tool for demonstration 4

Enlivening of teaching 1

Showing texts 1

Transferring the

observation-making

from teacher to students

Totals: 5 12

The majority of teachers mentioned using iPads for

demonstration or using mind-maps in teaching, and

these fell into five categories (Table 1). Most of the

ways were mentioned only by one teacher, but both

demonstration “teacher 5: to demonstrate

phenomena, whatever they might be”, and making

mind-maps “teacher 11: Time to time then it feels

that those students like it, that if we do some mind-

map, so in their opinion it just simply is more fun to

do it as electronic” were mentioned by more than

one teacher. Other ways mentioned include for

example: enlivening their teaching “teacher 5: to

enliven some things” and transferring the making of

observations from the teacher to the students

“teacher 1: normally a demonstration is something

where a teacher does, the students don’t manage to

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follow. So now, when they have to write that, why we

do, what we observe, so it is so much more efficient

this way.”

It seems that the teachers value the iPad’s

capability to visualize phenomena and the way the

iPad can be used instead of pen and paper, especially

with mind-maps. However, the ways the teachers

use the iPads in their teaching varies in this

category: as we expected, they described somewhat

similar things but in different ways and with

different emphasis. This also underlines the iPad as a

personally adaptable tool rather than a tool which

different people use systematically in the same way.

3.1.2 Producing and using Different Types

of Material

Table 2: Producing and using different types of material.

Theme Code

Number of

teachers

Producing

and using

different

types of

material

Taking, showing, and using

pictures

Using videos and animations in

teaching and recording videos

Producing learning material 2

For sketching and using

drawing programs

Listening newspaper columns 1

Totals: 5 15

The majority of teachers mentioned using iPads for

producing or using different types of material and

five different ways were described (Table 2). Half of

the teachers mentioned taking pictures with iPads:

“teacher 8: they sent it to me as a photo there to

iMessages” or showing pictures from iPads during

class “teacher 9: maybe a bit of that visuality, that is

important in our subject, so in other words exactly

that using of photo/picture material.”. Using or

recording videos: “teacher 10: video-works from

one’s own living environment and own family” and

producing learning material: “teacher 2: there are

many kinds of manuals available for it

[GarageBand], but I have that kind of a thought,

that I would make my own” were mentioned by

more than one teacher. Other uses in this category

included for example listening to a newspaper

column: “teacher 11: Harakka’s five minute

columns and then we listened to them.” We did

expect the camera to be used for creating material,

although we expected even more teachers to mention

it. Maybe the camera is an unfamiliar and under-

utilised tool in some subjects? We noticed from the

data, that teachers who use the camera in their free-

time, use it also in their teaching. Perhaps this

emphasizes the ‘personally adaptable tool’

characteristic of iPads? We expected more teachers

to mention producing learning materials. It seems

that they mostly use the visual capabilities of the

iPad more than anything else related to this

category: nearly all mentions had some form of

visuality within them, like pictures, videos or

drawing.

3.1.3 IPad as a Tool for Taking Notes,

Reading, Writing and Information

Searching

Table 3: Taking notes, reading, writing and information

searching.

Theme Code

Number of

teachers

Taking notes,

reading, writing

and information

searching

Taking notes 8

Information searching 7

As a tool for writing 3

As a dictionary 3

Reading and online

web-magazines

Information sharing 1

Totals: 6 24

All eleven teachers mentioned using iPads in their

teaching or work in ways that involve searching

information, reading, writing or utilizing it as a tool

for taking notes (Table 3). Six different ways were

mentioned: most of the teachers said they used iPads

in their teaching for notes “teacher 5: some make

notes in that way and some make actually very

well”. However, in this context taking notes means

that the students are taking notes during the class.

Most of the teachers also mentioned using iPads for

searching information – either themselves or by the

students: “teacher 6: Searching information with

this is super-handy”. The use of iPad as a

dictionary: “teacher 4: we used Australia’s slang-

dictionary for one song’s lyrics”; and as a tool for

writing: “teacher 11: I use it like, when we write, if I

begin with mother’s tongue, we write with Pages.”

were mentioned by some few teachers.

We expected the iPads to be used for searching

information as it is so convenient: the iPad is with

the student all the time and the Internet is available

with just a few clicks. We did not expect the iPad to

replace a conventional pen and paper notebook for

taking notes and writing. However, during the

interviews some teachers said that many students

have gone back to using notebooks instead of iPads

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when taking notes, but also mentioned that some

students make astonishing notes with iPads and the

teachers had no idea how they were able to do them

so well.

3.1.4 Using the iPad as a Tool for Giving,

Commenting and Collecting Tasks,

Exams and Feedback

Table 4: Giving, commenting and collecting tasks, exams

and feedback.

Theme Code

Number of

teachers

Giving,

commenting

and collecting

tasks, exams

and feedback

Communication 5

Commenting and correcting

tasks

Exams and word-exams 2

Students' self-evaluations 2

Making and collecting tasks 2

Problem solving tasks 1

Laboratory work-report 1

Collecting feedback 1

Testing the students' prior

knowledge

Totals: 9 18

The majority of teachers mentioned using iPads in

giving or collecting tasks, exercises or exams for

students and giving them feedback (Table 4). The

teachers mentioned a total of nine different ways of

using iPads in their teaching that belong to this

category. However, only five of them ways were

mentioned more than once, for example:

communication in general with the students as a way

of using iPad in teaching: “teacher 10: I have

chatted with the students a few times”; exams and

word-exams: “teacher 4: Just a moment ago we had

a word-exam that the students filled with the iPad”;

and commenting on the students’ tasks: “teacher 8:

Easily some feedback, that well done, excellent

thoughts, or that could be a bit more.”. The ways

which were mentioned by a single teacher include

for example: students writing work reports with iPad

in a laboratory course: “teacher 9: In the

laboratory-classes when we make all this kind of

experimental works […] They make work reports to

them [to pictures or videos they have taken] and

then they go to the box.”

We were not surprised to see the teachers use

iPads to give different tasks to the students, as the

large number of available apps encourages this use

in teaching. The apps generally are for one or a few

purposes and usually they best serve a purpose for

one or a few tasks. What was surprising was that one

teacher made the students complete an exam with

the iPad. Electronic exams are not very widely

adopted in Finnish schools, especially in the senior

secondary schools, which ends in a nationwide

matriculation examination and the three year

schooling is in many ways aimed towards that exam.

However, there are discussions about making it

possible to participate in this nationwide

matriculation examination in electronic format

instead of paper. Considering this, completing an

exam with a device like an iPad may be a good idea

– as long as the conditions are fair and the exam

measures what it is supposed to and does not reward

the students who are able to ‘cheat and search

information’, as the teacher who had given the exam

said during and after the interview. However, when

discussing with the teacher, it seemed that their

concern was the Finnish curriculum for senior

secondary schools and the senior secondary school

system. The three years the student studies in the

school aims to the nationwide matriculation

examination, which at least at present moment does

not support the idea of students being allowed to

search for information during the examination. Thus,

the teacher was concerned that if they let the

students use iPads for information searching during

the exam, they might neglect their responsibility of

preparing the students for the matriculation

examination during the studies.

3.2 The Apps, Software and Network

(Learning) Environments the

Teachers Use with Their iPads

As we mentioned earlier, in the first meetings with

the teachers we found that they were planning and

experimenting using a large quantity of different

apps, computer programs and network (learning)

environments when using iPads in their teaching.

We asked this a second time when we asked the

teachers to write a reflection of the use of their iPads

in teaching. However, we decided to find out the

variety and the amount during the interview as

well. The apps, network (learning) environments and

computer software were mentioned by the teachers

on different occasions besides when they were asked

to list them. We have summarized these data on the

apps used by teachers in table 5. We did not record

the amount of mentions for each app, we only

recorded which teachers are using the app and

mentioned it during the interview.

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Table 5: Apps, software and network (learning) environments used by teachers.

Number of

teachers using tool

Category of Tool Name of tool(s)

Number of

tools

8 App Various apps for taking notes 1

7 App & Online tool Box 1

5 App Pages 1

5 App & Software iMovie 1

4 APP & Digital Newspaper Helsingin Sanomat 1

3 App Camera, Notability, Sanajahti 3

3 App & Software Sticky Notes 2

3 App & Online tool Edmodo 1

2 App iMessage, Keynote 2

2 App & Software Google Earth, Simple Mind 2

2 App & Online tool Mindjet 1

2 Online tool Today's meet, Wikispaces, Wilma 3

2 Software & Online tool Etherpad 1

2 Website Yle’s homepage 1

1 App

Dictionary, Electronics kit, Explain everything, Facetime,

Flashcardlet, Function generator, iAnnotate, iBooks,

iBooks author, iCardSort, Acceleration, Laskin,

Molecular Modeling, Newton's laws, Drawing apps,

Polynom, Ripple Tank, Sieniopas, Smart Bridgit,

Numbers, Video Physics, Visible Body

1 App & AVOD BBC Player, Yle Areena 2

1 App & Software Band in a Box, GarageBand, Evernote, Skype 4

1 App & Online tool Socrative 1

1 App & Online radio TuneIn Radio 1

1 Online tool Physics tables, PollEverywhere, Google Docs, Moodle 4

1 Software GeoGebra, Powerpoint 2

1 Website

YouTube, Institute for the Languages of Finland's

homepage, Publishers' homepages and exercises

Total number of different tools used with iPad by the teachers:

In the table, ‘App’ means an application, ‘Online

tool’ means a tool or software found online and that

can be used with a browser, ‘Software’ means

downloadable software, ‘Digital newspaper’ means

a digital version of a newspaper, ‘AVOD’ means

Audio or Video On Demand, a broadcast that can be

watched when the user wants, including outside of

the broadcast time like those provided by

corporations like Yle and the BBC. ‘Website’ means

a website in general which is not only an online tool,

software, digital newspaper or AVOD.

As can be seen from table 5, more than half of

the different apps and network (learning)

environments are used by only one teacher.

However, the students need to use more apps in their

studies in different subjects. If for example a teacher

uses five different apps in his or her teaching, and a

student has four different subjects in a period of

studies where all teachers use five apps, the student

will have used a total of twenty different apps during

that period of study. And when the student has five

periods of studies in a year, this can result in a total

of a hundred apps. This is fortunately an

exaggeration as the same teachers will be teaching

the students in different periods and all teachers are

not using five apps in their teaching, but the quantity

of the apps and tools the student needs to learn and

use is still high – all this in addition to their studies,

exams, hobbies and other activities.

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4 DISCUSSION

Chris Bruce (Apple Inc. c) gives tips in Apple’s

webpage about how to use iPads in teaching. He is

using iTunes U to create courses for the students and

using apps to enhance the teaching. In our study, not

a single teacher was using iTunes U in his or her

teaching. However, the teachers did use different

methods that Mr. Bruce encourages teachers to use:

student creation, camera, video editing, note taking,

and writing lab reports. Brandi McWilliams (Apple

Inc. d) says that the iPad took her out of her comfort

zone, as happened with many of the teachers in our

research. She also says she is willing to take risks

and she is willing to ‘advance’ – other aspects the

teachers in this research also mentioned. She also

says that teachers should make students keep

portfolios of their products, an evident result of

doing learning tasks with iPads. This is also the case

with the teachers in our research, they do encourage

the students to keep their creations in their iPads and

if not there, then in the “box” (term used by the

teachers, when they mean ‘Dropbox’, a file hosting

service).

The teachers also seem to have mainly replaced

old working methods with the use of iPads; real

innovations and new ways of using iPads in teaching

are rare. However, there were a few interesting and

not so common uses like giving exams for students

to complete with the iPad and the widely adopted

use of mind-maps in many different subjects. This

replacement of the old instead of innovating and

generating something new might be connected to the

organizational constraints in senior secondary

schools and the restrictiveness of the curricula in

Finland as elsewhere (e.g. in the UK, see Robinson

and Sebba 2010). The teachers’ use of iPads in

teaching varied between subjects in our study. Ng

and Nicholas (2009) found the same in their research

using pocket PCs. They also found that the

introduction of technology to secondary schools was

more difficult than to primary schools.

We realize that this study is not generalizable

and it does not reflect the experiences of teachers or

secondary schools as a whole. However, we began

the research when no iPads were used in Finnish

schools and we were part of one of the first pilot

projects to introduce the iPad into teaching in senior

secondary schools. For this reason we did not want

to restrict our study into a tight framework but rather

give the opportunity to the teachers who were trying

something new to bring up their thoughts. We

recognise that the teachers have been experimenting

with different ways of using iPads and thus the

quantity of apps and different uses might seem high.

In conclusion, the teachers in this study are using

iPads in their teaching in many different ways. Yet,

there are similarities in their use as revealed in the

interview data. The teachers’ responses were

grouped into four different categories/themes that

include similar activities. However, the teachers’ use

of iPads in their teaching in so many different ways

accompanied by so many different apps and network

(learning) environments raises questions about how

students cope with such diversity. If a teacher uses

the iPad in five different ways or apps or network

(learning) environments and a student has five

different teachers during a period of studies, in this

period of time the student has to be able to learn, in

the extreme case, 25 different ways or apps to use

the iPad as required in their studying. This raises a

question, what do the students think and feel about

the use of iPads in teaching? This issue needs

further research where the study group are the

students who are using iPads in their studying. Such

a study has been made where the students are

interviewed in a similar manner to the teachers in

this study. The results are currently under analysis

and a comparison between student and teacher

experiences will be made in due course.

ACKNOWLEDGEMENTS

We would like to thank the teachers participating in

this research for their time and co-operation and

professor Patrick Dillon for his valuable assistance

during the writing process of this paper.

REFERENCES

Apple Inc. (a). Apple and Education.

http://www.apple.com/education/ (retrieved

30.7.2014).

Apple Inc. (b). iPad in Education.

http://www.apple.com/education/ipad/ (retrieved

30.7.2014).

Apple Inc. (c). How Chris Bruce teaches with iPad.

http://www.apple.com/education/ipad/teach-with-

ipad/teacher/chris-bruce/ (retrieved 30.7.2014).

Apple Inc. (d). How Brandi McWilliams teaches with

iPad. http://www.apple.com/education/ipad/teach-

with-ipad/teacher/brandi-mcwilliams/ (retrieved

30.7.2014).

Bradley, L., 2012. Components of a Successful of a 1: 1

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APPENDIX

Translation of our interview questions (only

related parts) from Finnish to English.

- How do you use ICT in general? In teaching?

- How has the use of iPads in teaching gone?

- How did it go in the beginning of the pilot and how

did you learn to use it? Was it difficult to learn?

- What expectations did you have towards the iPad-

pilot? How were the expectations fulfilled?

- Have there been problems (what)? What has gone

well or badly?

- Have you faced some epiphanies? How about

feelings of success?

- Has something surprised with its easiness or

fluency?

- How has the iPad affected the teaching – directly?

- How do you use iPad in your teaching/to support

your teaching? Why in this way?

- What do you think in general about the use of iPad

in teaching? Why is this your opinion?

- What different apps have you used? How? Why?

- How about network environments? How? Why?

- How has the use changed during the year – has it

changed?

- How does the iPad suit the subject you teach?

- How does the iPad suit your style to teach?

- How do you usually teach?

- Has the use of iPads increased / decreased your

workload? How?

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