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This mixed-method multiple-case study explores the ways successful teaching with the iPad in a one-to-one classroom setting is aligned with the TPACK framework. The research was conducted at a college-preparatory high school with a two-year history of teaching and learning with the iPad. A teacher was selected from each of the following content areas: English, mathematics, history and biology. Data collection included semi-structured interviews, lesson plan documents, direct classroom observations, and a survey. The qualitative data was analyzed using the Atlas.ti software and the quantitative data using the methods of descriptive statistics. In the cross-case analysis both qualitative and quantitative data were compared and contrasted with the theoretical TPACK framework and the findings of other research studies measuring the TPACK construct. |
