This project explored how iPads were being used in a range of K-12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool.

中文翻译：

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教师对有学习支持需求的学生使用 iPad 的探索

该项目探索了如何在一系列 K-12 学校使用 iPad 来支持有一系列学习支持需求的学生的学习。来自美国、加拿大、澳大利亚和英国的教师（和其他专业人士）团体受邀完成一项在线调查，重点关注 iPad 在课堂中的使用、他们的技能水平以及他们的学校和学区如何支持iPad的使用。调查重点关注 iPad 在课堂上的使用情况（课程和技能）；教师的技能水平；iPad 是否在个性化教育计划 (IEP) 中得到解决；对 iPad 的系统支持；以及感知到的好处和障碍。结果表明，受访者在课程的许多领域都使用 iPad，这肯定了新兴文献库中的研究。然而，有教师报告说，在课堂上使用 iPad 的方式和范围以及 iPad 与 IEP 的整合方面存在差异。该研究还强调了所报告的 iPad 技能水平的可变性，以及对增强系统支持的需求增加，例如使用 iPad 作为教学工具的培训、资金、技术支持和行政支持。