Abstract The goal of this study was to add to the existing literature by examining the effect of 1:1 iPad integration on the achievement of Canadian Grade 7 students. The school board we worked with provided an iPad to each Grade 7 student in the district to keep for the remainder of their time in the district. We examined the impact of the iPads on achievement with three cohorts of Grade 7 students, totaling 1,400 students. Achievement was assessed using students’ report cards in language arts, mathematics, and learning skills. In language and mathematics, most of the analyses demonstrated statistically significant but small effects of iPad status on achievement. The effects were mixed in that the impact was sometimes positive, sometimes negative, sometimes negative and then positive, and sometimes neutral. There were no significant effects on students’ learning skills, as reported on report cards. The implications of these findings are discussed in the manuscript.

中文翻译：

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一对一的iPad计划对7年级学生在语言艺术，数学和学习技能方面的成就的影响

摘要这项研究的目的是通过检查1：1 iPad集成对加拿大7年级学生的成就的影响来增加现有文献。我们与之合作的学校董事会为该地区的每个7年级学生提供了一个iPad，以保留他们在该地区的剩余时间。我们调查了三批7年级学生（共1,400名学生）中iPad对成就的影响。使用学生在语言艺术，数学和学习技能方面的成绩单来评估成绩。在语言和数学方面，大多数分析表明iPad状况对成就具有统计学意义，但影响很小。影响是混杂的，其影响有时是积极的，有时是消极的，有时是消极的，然后是积极的，有时是中性的。如成绩单上所报告的，对学生的学习技能没有显着影响。这些发现的含义在手稿中进行了讨论。