1

Professional Development: Mobile devices and teacher usability

Eileen Gilbert

University of West Georgia

MEDT 8462
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Professional Development: Mobile devices and teacher usability

Abstract

It seems every year more technology is being introduced into the classroom, especially

elementary schools, but once the teacher receives the new technology rarely there is any follow

up. Due to lack of time and confidence in the new technology teachers tend to push the new

technology to the side and rarely use it wasting money and possible meaning student curriculum

support. This grant proposal discusses the main problem, last of training for teachers on mobile

devices, and proposes a fix to the problem. There is literature to support that the use of

technology within the classroom helps raise test scores for majority of students. If teachers are

properly trained on how to use the classroom technology they are more likely to properly

integrate the technology into their lessons. This grant proposal focuses on teachers that teach

third grade math.

Introduction

School districts across the country are starting to realize that technology is not going

away. It is not a fad that students will get bored of soon. Integrating technology into the

classroom on a daily basis is becoming a necessity. Technology is booming and moving faster

each day and our students need to be able to keep up with the rest of the country and world.

School districts are using money to invest in new technology, but rarely does any professional

development come along with the technology they are giving teachers. When something like a

cart of iPads are purchased for a school or classroom the district technology specialist drops

them off when they are inventoried and they leave. No one checks to make sure the teachers

know how to operate the new technology they were given. Sadly, this happens a lot and that
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brand new technology the school district just invested in sits in the teachers classroom and used

maybe a few times. If we improve the professional development for teachers, we will improve

the way technology is used in the classroom. If technology is used appropriately in the classroom

we can hope students will learn more and be more prepared for state testing.

For this grant proposal I will focus on third grade teachers within the Cherokee

Innovation Zone in Cherokee County School District and the professional development of iPads

over a summer. The grant proposal will discuss the demonstrated need of the schools and their

teachers. Included is information about previous test scores (CRCT and GA Milestones),

information about each school, how many teachers will take part in the professional development

and details regarding the professional development schedule/activities.

Demonstrated Need

Cherokee County School District breaks down their district into innovation zones. For

this grant proposal the professional development will focus on the elementary schools in the

Cherokee Innovation Zone. The Cherokee Innovation Zone is all the schools in the district that

will feed into Cherokee High School. The elementary schools that are part of the Cherokee

Innovation Zone are: Canton STEM Academy, Clayton Elementary School, Hasty Fine Arts

Academy, J. Knox Elementary School, and R.M. Moore Elementary School. The literature

review will focus on the mention elementary schools and their previous standardized test scores.

The focus will be third grade because that is the first year students are given the state

standardized test. The hope of the professional development is to help educate teachers on how

to include mobile technology into the classroom and improve test scores by using these mobile

devices. Below I will provide quantitative and qualitative data to show the need for increase in

mobile technology training.

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Data Review

Cherokee County School District has 24 elementary schools. For this grant proposal I

will focus on five of those elementary schools. All five schools are located in northern Cherokee

County and serve some of the poorest students in Cherokee County. Below I will review all five

elementary schools demographics, CCRPI scores, and Ga Milestones testing scores for 2015.

Canton STEM Academy has six third grade teachers. The school has an 86% free or

reduced lunch percentage. It is a Title I school. According to the Governors Office of Student

Achievement 33.6% of Canton third grade students are reading at or above grade level (The

Governor's Office of Student Achievement, n.d.). The schools demographics are 62% Hispanic,

10% African-American and 25% white. 54% of the student population are ELL students. Georgia

schools are graded according to their College and Career Ready Performance Index (CCRPI).

For several years Canton STEM Academy has scored below the county and state average on the

CCRPI grading scale.

Clayton Elementary School is the smallest elementary school in Cherokee County School

District with a total enrollment of 221 students. According to the Governors Office of Student

Achievement report 46.3% of Claytons third grade students are reading at or above grade level,

(The Governor's Office of Student Achievement, n.d.). According to their CCRPI score Clayton

Elementary School scores an overall C. In 2015 the score was 75.6% which was close to county

average of 78.1%. In 2014 their CCRPI score was 75.2% and in 2013 their CCRPI score was

above the state and county average at 84.4%. Currently Clayton Elementary School is not a Title

I school. The free/reduced price lunch percentage is 46%. Ninety-three percent of the school

population is white. Only 2% of the school population is ELL.

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Hasty Fine Arts Academy is the only one of two fine arts academies in Cherokee County

School District. According to the Governors Office of Student Achievement the school has an

overall score of D. The past three years the schools CCRPI scores have been below state and

county averages. In 2015 the school scored 62.4%, in 2014 their score was 58.2% and in 2013

the score was 61.5%. The school demographics are similar to Canton STEM Academy. Sixty-two

percent of the students are Hispanic, 32% are white and 5% are African-American. Hasty is a

Title I school with 80% of the students receiving free or reduced price lunch. Fifty-four percent

of the students are English Language Learners.

J. Knox Elementary is one of the largest elementary schools in the Cherokee Innovation

Zone with a current enrollment of 758 students. According to the Governors Office of Student

Achievement the school has an overall score of D, (The Governor's Office of Student

Achievement, n.d.). Sixty-five percent of the third grade students are reading at or above grade

level. J. Knox had an overall score of A back in 2012, but has dropped to a B in 2013 and then D

in 2015. Seventy-seven percent of the student population is white, 13% Hispanic and 6%

African-American. J. Knox is not a Title I school. Twenty-nine percent of the students receive

free/reduced price lunch. The school has a ELL population of 8%.

R.M. Moore is the fifth elementary school in the Cherokee Innovation Zone. The school

has an overall score of D according to The Governors Office of Student Achievement, (The

Governor's Office of Student Achievement, n.d.). Forty-eight percent of the third graders are

reading at or above grade level. R.M. Moore is similar to Clayton Elementary School. The total

enrollment is currently 398 students and 91% of them are white. R.M. Moore is a Title I school

with 51% of the students receiving free or reduced price lunch. Only 3% of the students are ELL.
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Below is a chart comparing each elementary school and their CCRPI scores over the past

three years. Since the CCRPI scores are very important to the way schools in Georgia are rated I

focused on those scores along with GA Milestones. With the proposed professional development,

I believe this added component could help raise the GA Milestones standardized test scores along

with the overall CCRPI scores.

CCRPI Scores
100
90
80
70
60
50
40
30
20
10
0
Canton Clayton Hasty Knox RM Moore

2015 2014 2013

Georgia schools are also reviewed based on their standardized test scores. Currently

students are taking the GA Milestones test. Before the GA Milestones test was introduced in

2014 students took the CRCT. Below are the GA Milestones math test scores for 2015 for all five

schools. The focus of this grant proposal is math because math scores were lower than the

English Language Arts scores were for the five schools.

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70

60

50

40

30

20

10

0
Canton ES Clayton ES Hasty ES Knox ES RM Moore ES

%Beginning Learner % Developing Learner

%Proficient Learner % Distinguished Learner

Data Review

Technology is playing a large role in high stakes testing in the state of Georgia. The GA

Milestones testing is done entirely on computers. According to the National Center for Education

Statistics says that The percentage of internet users in the population age 3 and over was

generally higher for those with higher family income levels, (National Center for Educational

Statistics, n.d.). Multiple schools that would take part in the professional development are Title I

and have families with very low incomes. These elementary schools are in the poorest parts of

the district. More exposure to technology can benefit students on high stakes testing and studying

the math content within the classroom.

Researcher Sarah Butzin implemented Project CHILD (computers helping instruction and

learning outcomes) into two technology-rich schools in the Miami-Dade, FL area. The project

followed the same students for three years and explored how the students did on standardized

testing after being exposed to learning environments with computers as opposed to traditional
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classrooms. This study took place in 2001, but is still very relevant now. Third-year PC students

scored higher on all test comparisons than the non-PC group, (Butzin, 2001). Even in 2001

studies showed that including technology into classroom instruction will improve test scores.

While more schools are bringing in technology and mobile devices to use in the

classroom training is still lacking. In an article from 1999 technology experts were already

advising school districts to spend at least 30 percent of their technology budgets on teacher

training if they want to make a difference in teaching and learning, (Sweeney, 1999). Kristine

Peters found that mobile technologies were in use, but for learning was rare, (Peters, 2007).

Majority of mobile device use in the classroom uses apps to help strengthen math skills.

Researcher Stacey Delacruz wanted to research how the app Nearpod could be useful for student

engagement, (Delacruz, 2014). Researchers in the article, Using Math Apps for Improving

Student Learning: An Exploratory Study in an Inclusive Fourth Grade Classroom, focused on

how multiple math apps could improve student learning for struggling students, (Zhang, Trussell,

Gallegos, & Asam, 2015). Cayton-Hodges, Feng, and Pan investigated how 16 different math

apps worked for student use, (Cayton-Hodges, Feng, & Pan , 2015). Another group of

researchers, Beal and Rosenblum, investigated the feasibility of using iPad applications for

algebra-readiness math for visual impaired students, (Beal & Rosenblum, 2015). One of the more

creative studies I saw was author Jennifer Zakrzewski using the iBooks app and seeing if

incorporating that app into her classroom would help students learn fractions, decimals, and

percentages easier, (Zakrzewski, 2015).

More research focused on answering the questions of how. How are teachers

incorporating mobile technology into their classrooms and is there any benefit to doing so? Does

incorporating mobile technology only help struggling students or all students. Andrea Flower
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wanted to find out does incorporating mobile technology help her struggling students that have

an IEP, (Flower, 2014). Hutichison and Colwell questioned how digital tools were being used in

the 6-12 grade classrooms when it came to literacy instruction, (Hutichison & Colwell, 2014).

All of the research pointed to positive outcomes when using mobile devices in the classroom.

Researching literature review for this section of the grant proposal brought up very little

in regards to teacher training on mobile devices. It appears there is very little professional

development or case studies in regards to integrating mobile technology into the classroom and

how to help teachers with the transition. I believe if teachers are provided proper and through

professional development regarding the use of mobile devices in the classroom those iPads and

tablets will be used more and in a more meaningful way. Below I will explain the goals and

objectives of this grant proposal and what I want to achieve with the professional development.

Goals and Objectives

The purpose of the proposed professional development is to strengthen the knowledge

and ease of use of mobile technology within the third grade classroom. I decided on the third

grade classroom because that is the year students begin standardized high stakes testing. The

grant will help support third grade teachers at five elementary schools within the Cherokee

County School District Cherokee Innovation Zone through professional development. The reason

this type of professional development is important is because many teachers are provided mobile

labs for their classroom, but there is little to no professional development once that mobile lab is

dropped off. No one walks the teachers through how to operate the iPads or troubleshoot if any

issues arise when a student is using it. Some teachers have no idea how to properly incorporate

the iPads into their daily lessons. This professional development will help support teachers in
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those areas. If teachers are able to properly and in a meaningful way use the iPads and tablets

within their classroom it is our hope that test scores and school CCRPI scores will go up.

This professional development will occur at Cherokee High School. Cherokee High

School is in a central location to all the participating schools.

All third grade teachers at Canton STEM Academy, Clayton Elementary School, Hasty

Fine Arts Academy, J. Knox Elementary School and R.M. Moore Elementary School are invited

to attend this professional development.

Goals:

1. Teachers will be proficient in the operation and troubleshooting of mobile technology.

2. Teachers will be able to design meaningful lessons that integrate the use of mobile

technology aligned with the third grade math curriculum.

Objectives:

1. Teachers will be able to operate their mobile technology (iPads, tablets, and laptops)

and assist students with basic operation.

2. Teachers will be able to assist students troubleshooting the mobile technology when

issues arise.

3. Teachers will incorporate the mobile technology into math lessons two times a week.

4. The percentage of students who score in the proficient or distinguished learner

category will rise by 15% on the GA Milestones in the spring of 2018.

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The problem has now been identified and the professional development goals and

objectives have been outlined. Next, I will discuss what the structure of the professional

development sessions will look like.

Plan of Operations

The plan for the professional development is to work with the third grade teachers from

Canton STEM Academy, Clayton Elementary School, Hasty Fine Arts Academy, J. Knox

Elementary School and R.M. Moore Elementary School to improve their usage of mobile

technology and assistance with incorporating the mobile technology into the math content

lessons. The professional development sessions will be offered to all third grader teachers in the

Cherokee Innovation Zone. Canton has six teachers, Clayton has two teachers, Hasty has seven

teachers, Knox has six teachers, and RM Moore has four teachers, and each school can bring one

special education teacher making the attendance possibly 30 teachers. The teachers will meet at

Cherokee High School for a five full day summer workshops totaling 35 hours. Once school

resumes in the fall the professional development group will meet for two follow up sessions

totaling 10 hours. In the spring (after GA Milestones testing) the group will meet for one final

Saturday session to recap the trainings and how students preliminary did on the GA Milestones

testing. This meeting will be three hours. In total the teachers and trainers will meet for 50

professional development hours.

The following shows the timeline of the overall proposal:

1. Submission of the grant proposal: November 21, 2016

2. Funding notification: February 1, 2017
3. Recruit for participants begins: March 1, 2017
4. Participants finalized: April 3, 2017
5. Five-day summer sessions: June 3-7, 2017
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6. First follow up session: September 28, 2017

7. Second follow up session: February 7, 2018
8. Final session: May 9, 2018
9. Funded project ends: May 31, 2018

During the summer professional development sessions, the focus will be on training the

teachers how to operate and troubleshoot the mobile technology and how to integrate the mobile

technology into their math content lessons.

Each session will begin at 8:00 am. The five summer sessions will end at 4:00 pm with an

hour lunch. The two fall sessions will end at 2:00 pm with an hour lunch and the final session

will be from 8:00 am to 11:00 am.

Schedule of activities for summer 2016

Time First Day Second Day Third Day Fourth Day Fifth Day
8:00 am Welcome/review Welcome/review Welcome/review Welcome/review Welcome/review

of goals, of goals, of goals, of goals, of goals,

objectives, and objectives, and objectives, and objectives, and objectives, and

schedule for the schedule for the schedule for the schedule for the schedule for the

day. day. day. day. day.

9:00 am How to operate How to operate How to operate Small Group Small Group

an iPad. a tablet. a laptop. Activity: Use Activity: Use

iPads or tablets iPads or tablets

to create a to create a how

how to use and to integrate

troubleshoot mobile devices

video that can into your

be shared with lessons video

others. that can be

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shared with

others.
10:00 am How to find and How to find and How to Cont. Cont.

add applications add applications troubleshoot

to the iPads to the tablets common issues

with laptops.
11:00 am 50 of the most 50 of the most How to Cont. Cont.

popular iPad popular tablet troubleshoot

Apps for Apps for common issues

education and education and with iPads.

math content. math content.

12:00 pm LUNCH LUNCH LUNCH LUNCH LUNCH

1:00 pm How to How to How to Share videos Share videos

incorporate incorporate troubleshoot with group. with group.

iPads into your tablets into your common issues

math lessons in math lessons in with tablets.

order to support order to support

student student

learning. learning.
2:00 pm Cont. Cont. Review previous Review previous Time for groups

schools CCRPI GA Milestones to plan lessons

scores and scores and for the

brainstorm how brainstorm how upcoming

to improve the to improve the school year.

scores next year. scores next year.

3:00 pm Time for groups Time for groups Cont. Cont. Cont.

to plan lessons to plan lessons

for the for the

upcoming upcoming
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school year. school year.

4:00 pm Final Final Final Final Final

Remakes/End Remakes/End Remakes/End Remakes/End Remakes/End

The follow up meetings will be a focus on answering any lingering questions the teachers

may have encountered once school began and students were part of the day. Lots of time will be

spent of making sure the mobile technology is being incorporated in the lessons. The curriculum

trainer will be available to assist with any issues or trouble the teachers are having with their

lessons.

Time Follow Up Session 1 Follow Up Session 2

8:00 am Welcome review of what was Welcome review of what was

covered in the summer and what covered in the summer and what

will be covered today. will be covered today.

9:00 am Meet in small groups to compare Meet in small groups to compare

what negatives/positives were what negatives/positives were

encountered regarding the encountered regarding the

operations of the mobile devices. integration of the mobile devices in

lessons.
10:00 am Share with group what was Share with group what was

discussed in small groups. discussed in small groups.

11:00 am Final Remakes/End Final Remakes/End

The final meeting will be a time for reflection on the year and how did the teachers do with

incorporating the technology. Were the videos helpful? Did the teachers have to reach out to their
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technology specialists as often for simple fixes? Also, teachers will go over preliminary GA

Milestones scores and discuss any improvements or changes that occurred.

Activity Objective
How to operate an iPad. Objective 1
How to operate a tablet. Objective 1
How to operate a laptop. Objective 1
How to find and add applications to the iPads Objective 1
How to find and add applications to the tablets Objective 1
How to troubleshoot common issues with tablets. Objective 2
How to troubleshoot common issues with iPads. Objective 2
How to troubleshoot common issues with laptops. Objective 2
Small Group Activity: Use iPads or tablets to Objective 2

create a how to use and troubleshoot video that

can be shared with others.

Small Group Activity: Use iPads or tablets to Objective 3

create a how to integrate mobile devices into

your lessons video that can be shared with

others.
How to incorporate iPads into your math lessons Objective 3

in order to support student learning.

How to incorporate tablets into your math lessons Objective 3

in order to support student learning.

Time for groups to plan lessons for the upcoming Objective 3

school year.
Review previous schools GA Milestones scores Objective 4
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and brainstorm how to improve the scores next

year.
Review previous schools CCRPI scores and Objective 4

brainstorm how to improve the scores next year.

Once the professional development sessions are complete the teachers will evaluate the

program and the programs effectiveness.

Evaluation

Evaluation is important because the participants can help the developers make

adjustments and improve for next time. This will most likely the first time the participants have

been involved in a professional development focused on mobile technology.

The external evaluator of the program will be Dr. Georganne Toop. Dr. Toop is a former

educator and administrator that now works an educational consultant.

Data Collection Schedule

Goal Objectives Data & Data Timeline

Collection Tool
Teachers will be Confident survey Two surveys will be
Teachers will be able
proficient in the completed by
to operate their
operation and participants. At the
mobile technology
troubleshooting of beginning of the 5
(iPads, tablets, and
mobile technology. days of professional
laptops) and assist
development and at
students with basic
the end.
operation.
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Teachers will be able

to assist students

troubleshooting the

mobile technology

when issues arise.

Teachers will be able Participants will turn Teachers can send

Teachers will
to design meaningful in their lesson plans their lessons in at any
incorporate the
lessons that integrate from the 2017-2018 time throughout the
mobile technology
the use of mobile school year that school year if they
into math lessons two
technology aligned incorporate the want feedback, but all
times a week.
with the third grade mobile technology. are due by follow up
The percentage of
math curriculum. session 2.
students who score in

the proficient or

distinguished learner

category will rise by

15% on the GA

Milestones in the

spring of 2018.

Once the five days of professional development training are complete in the summer the

participating teachers will begin being evaluated and evaluating the program.
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On day one of the summer professional development participants will complete a survey

regarding their confidence in operating the mobile technology within their classrooms. The

survey will also have questions regarding the teachers confidence in integrating the technology

in their lessons. These surveys will be evaluated to assess the effectiveness of the summer

professional development meetings.

On day five of the summer professional development the teachers will complete the same

survey and see how their confidence has changed. After the follow up sessions and meetings the

teachers will complete a program evaluation regarding their views on the professional

development program as a whole.

At the end of each day during the summer meetings participants will be given the chance

to submit their comments, questions, and concerns. The comments, questions, and concerns will

be taken into consideration after each meeting and activities will be adjusted the next day if

needed.

This professional development program I am seeking funding for would not be possible if

it were not for our meaningful partnerships. The teachers, principals, facilities, and district are

wonderful for letting us use their facilities.

Meaningful Partnerships

The administration and teachers in the Cherokee Innovation Zone are partnering up with

Cherokee County School District to complete this professional development. All mobile

technology given to the teachers of the Cherokee Innovation Zone are from the districts

technology funding or Title I funding. The professional development is open to all third grade

teachers currently teaching at an elementary school within the Cherokee Innovation Zone as well
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as special education teachers serving third grade students. The administration at Cherokee High

School is providing the facility for all meetings. This professional development program is

expecting 30 teachers in attendance.

Participant Recruitment

All third grade teachers from the participating elementary school will be invited to take

part in the professional development program. All teachers must be approved by their

administers to participate. All teachers will be offered a $100 stipend for their participation.

Money will be awarded once all five meetings have concluded.

Conclusion

This grant proposal has found an immediate need and one way to try to close the gaps

that occur. Teachers are given so many tasks, resources, and activities to do in their classrooms it

can be mind boggling and confusing. My hope is that with this professional development

program the third grade teachers from some of the smallest and lowest achieving schools in the

district can find confidence and knowledge in this part of their job. School districts are trying to

close the learning gaps for students, improve their school ratings, and raise their standardized test

scores. I believe assisting teachers with their mobile technology usage will help with all three of

those items.

Below is information about the budgets and people involved with this grant proposal.

This professional development would not be possible without the funding and educators to put it

all together.

Appendix A Budget Summary (separate file)

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Appendix B Budget Narrative

All funds being requested will be applied to the professional development program. Total

amount being requested is $34,929.36. The project directors are Eileen Gilbert and Dr. Margy

McCown. Eileen Gilbert will be paid $5,000 flat rate and Dr. McCown as co-director will be

paid $3,000 flat rate. Both director and co-director will be paid a fringe benefit for 25% of their

summer salary. Dr. McCown will be paid $750 and Eileen Gilbert will be paid $1,250.

Dr. Georgann Toop will be brought on as an external evaluator. Her flat rate will be

$1,000 for the project.

The participating teachers will be paid a $500 stipend for the taking part in the

professional development program. If all thirty teachers participate the total will be $15,000.

Cherokee High School and Cherokee County School District is supplying all technology

equipment and space. The professional development will take place at the school and teachers

will be using their laptops, tablets and iPads that have been issued to them through the countys

technology department.

Breakfast will be provided at each of the professional development training meetings.

$400 total will be used to supply breakfast at all seven meetings.

The following supplies will be needed for the five summer sessions: pens, paper pads,

markers, and large chart paper. The budgeted total cost for all supplies is $230.

Dr. McGown, Eileen Gilbert, and five teacher participants will attend GaETC 2017. Hotel

lodging, meal stipend, and full conference registration will be provided for all seven attendees

totaling $5,712.
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Detailed budget is attached on a separate document.

Appendix C Project Team, Facilities and Resources

This project team consists of educators with many years of experience in the classroom.

Project Director: Eileen Gilbert

Eileen Gilbert is currently a second grade teacher at Clayton Elementary School. Mrs.

Gilbert is obtaining her Instructional Technology Specialist through the University of West

Georgia. Mrs. Gilbert has three years of classroom experience, but multiple years in business

working with social media. Mrs. Gilbert has a bachelors degree in Communication Media

Studies from Kennesaw State University.

Co-Project Director: Dr. Margy McCown

Dr. McCown is currently a fifth grade teacher at Liberty Elementary School. Dr.

McCown has been a classroom teacher for 23 years. Dr. McCown has a bachelors degree in

Communication from the University of Miami. Dr. McCown has a masters degree in education

and a Doctorate in Curriculum from Liberty University.

Evaluator: Dr. Georgann Toop

Dr. Georgann Toop has been working education for over thirty years. Dr. Toop has served

as a teacher at all educational levels. Dr. Toop has also served as an administrator at the

elementary and high school levels. Dr. Toop was a full time professor at Reinhardt University for

several years. Dr. Toop is currently an educational consultant.

Recipients of Training:
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Up to thirty third grade teachers that teach at elementary schools located in the Cherokee

Innovation Zone which is part of Cherokee County School District.

Facility:

The professional development sessions will take place at Cherokee High School.

Cherokee High School is located in Canton, GA. The school is a central location for all

attendees. Cherokee High School has a large media center that will be used as meeting space.

Appendix D Data Collection Tools

Teacher Confidence Survey
1. List any mobile technology that is used regularly in your classroom:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. A student comes to you saying the sound is not working on the mobile device they are
using, how confident are you in trying to find a fix to the problem?
a. I am very confident
b. I am somewhat confident
c. I am not confident

3. How many math apps does your classroom iPads currently have?
a. Over 20
b. 15-19
c. 10-14
d. Less than 10
e. I do not know

4. The laptops in your laptop cart are not charged. What is the first thing you should check?
a. Is the cart plugged in?
b. Are the laptops plugged into the chargers?

5. How often do you integrate mobile technology into your math lessons?
a. 4+ times a week
b. 2-3 times a week
c. 1-3 times a week
d. Rarely
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References

Beal, C. R., & Rosenblum, L. P. (2015). Use of an accessible iPad app and
supplemental graphics to build mathematics skills: Feasibility study results.
Journal of Visual Impairment & Blindness, 383-394.
Butzin, S. M. (2001). Using instructional technology in transformed learning
environments: An evaluation of project CHILD. Journal of Research on
Computing in Education, 33(4), 367-373.
Cayton-Hodges, G. A., Feng, G., & Pan , X. (2015). Tablet-based math assessment:
What can we learn from math apps? Educational Technology & Society, 18(2),
3-20.
Delacruz, S. (2014). Using Nearpod in elementary guided reading groups.
TechTrends, 58(5), 63-70.
Flower, A. (2014). The effect of iPad use during independent practice for students
with challenging behavior. Journal of Behavior Education, 23, 435-448.
Georgia Department of Education. (n.d.). Georgia Milestones 2014-2015 Statewide
Scores. Retrieved from Assessment Research, Development and
Administration: https://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Assessment/Pages/Georgia-Milestones-Statewide-Scores.aspx
Hutichison, A. C., & Colwell, J. (2014). The potential of digital technologies to
support literacy instruction relevant to the common core state standards.
Journal of Adolescent & Adult Literacy, 58(2), 147-156.
National Center for Educational Statistics. (n.d.). Computer and Internet Use.
Retrieved from Fast Facts: http://nces.ed.gov/fastfacts/display.asp?id=46
Peters, K. (2007, June). m-Learning: Positioning educators for a mobile, connected
future. International Review of Research in Open and Distance Learning, 8(2).
Sweeney, S. (1999). In Cleveland: Primary teachers get laptops, training. Catalyst
Chicago(8), 13.
The Governor's Office of Student Achievement. (n.d.). Canton Elementary. Retrieved
from Georgia School Report: https://schoolgrades.georgia.gov/canton-
elementary
The Governor's Office of Student Achievement. (n.d.). Clayton Elementary School.
Retrieved from Georgia School Report:
https://schoolgrades.georgia.gov/clayton-elementary-school
The Governor's Office of Student Achievement. (n.d.). Hasty Elementary School.
Retrieved from Georgia School Report:
https://schoolgrades.georgia.gov/hasty-elementary-school
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The Governor's Office of Student Achievement. (n.d.). J. Knox Elementary. Retrieved

from Georgia School Report: https://schoolgrades.georgia.gov/j-knox-
elementary
The Governor's Office of Student Achievement. (n.d.). R.M. Moore Elementary
School. Retrieved from Georgia School Report:
https://schoolgrades.georgia.gov/r-m-moore-elementary-school
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