s Barker 505 Evaluation Report

8/11/2019 s Barker 505 Evaluation Report

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Evaluation of the Summer School iPad

Program

Submitted to Rocky Boy School District

Submitted by: Stacie Barker7/25/2014



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SummaryThe purpose of this report is to provide a detailed evaluation of the use of iPad in thePre-Kindergarten classroom during the summer school months. With kindergartenstudents at various levels (some know close to all of their letters while others are notable to identify any alphabet letters) and limited time frame, iPads were brought in to

see if they could help students get a jump start before they began Kindergarten in thefall. Incorporating hands on learning for Kindergarten is very important. The iPad helpedto reinforce and practice different reading and mathematics skills while being enjoyableand entertaining at the same time. The school board approved iPads and the summerschool tested our various reading and math apps. The purpose of the evaluation isdetermine if iPads usage during the six week period were successful in helping studentsto identify letter names, letter sounds, and number recognition.

Descript ion of Program Being EvaluatedIpads are used as another resource or tool to get students where they needed to beaccording to the Common Core State Standards in reading and math. Kindergarten

students are required to know all of the their letter names, letter sounds and recognizenumbers 0-20 before they leave Kindergarten for first grade. Teachers use variousmethods and teaching strategies to help students learn this standards. Ipads are beingincorporated as another method to see if they are able to help students learn their letternames, letter sounds and numbers.

Program ObjectivesiPads were introduced to help students to better meet the Common Core StateStandards in reading and math.

1. Learner will be able to care for an iPad 2. Learner will be able to navigate and use an iPad 3. Learner will be able to use various reading and math apps 4. Learner will increase their overall letter recognition 5. Learner will increase their overall letter sound recognition 6. Learner will increase their overall number 0-10 recognition 7. Learner will increase their beginning sound recognition

Program Components12 iPads were loaded and used with several different math and reading apps to helpstudents learn their letter names, letter sounds, beginning sounds, and numbers. Due tonot having wifi at the school, the apps that were used in the program had to not requirewifi in order to play and use the app.

The program first teaches the students how to care for the iPad before they can begin touse the iPads for their intended purpose of learning. The following rules were taught tothe students before they were given an iPad in the classroom:

1. The learner will comprehend the rules on how to care for, hold, and handle an iPad.

1.1 No walking around the classroom.





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Participants The participants in the evaluation are 3 full time teachers and approximately 60 Pre-Kindergarten students that completed the six week summer school program. All of thePre-Kindergarten summer school teachers were sent the Teacher’s Survey at the end of

the six week program (Appendix A). Their answers can be found in Appendix B. Each ofthe 60 students were tested on the number of letter names, letter sounds, numberrecognition, and beginning sounds prior to the start of summer school before the iPadprogram had begun. Each of the 60 Pre-Kindergarten students were again tested at theconclusion of the six week summer school on number of letter names, letter sounds,number recognition, and beginning sounds.

ProceduresThe evaluation was planned using the decision-making model. This model was chosento determine if the iPad program and apps were effective and successful at meetingtheir objectives. The information will be sent to the stake holders and used to help

decide if the school should go forth and purchase more iPads for future use in helpingstudents learn their letter name, letter sounds, beginning sounds and numberrecognition.

The evaluator sent out surveys to each of the three Kindergarten teachers who taughtthe iPad program during the summer school months. The survey was sent out after theteachers had completed the six week summer school course.

Next, results were collected from each of the Pre-Kindergarten classes to assess if theymet their objectives during the six week program. The results were taken prior tobeginning the program, and then the students were tested again at the conclusion of thesix week program. The results were assessed by the evaluator.

Data SourcesThe data for the evaluation was compiled using student test data that was taken at thebeginning and at the close of the iPad program. Teacher surveys were also conductedwith the three Pre-Kindergarten teachers that taught the summer school iPad programvia email.

SurveyThe survey was given out to the three Kindergarten teachers via email after thecompletion of the six week summer school program. The survey included eightquestions and would aid in helping gain information on the evaluation. It would help todecide if the program successfully met the objectives and would help the stake holdersmake their decision. Most of the questions were multiple choice, with a few open endedquestions. The complete teacher survey can be found in Appendix A. The responsesfrom the three kindergarten teachers can be found in Appendix B.



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ResultsThe following are the test results that were taken from the 60 Pre-Kindergarten studentsprior to beginning of the 6 week period with the iPad program.

Prior to Summer School

Students that were able tocare for an iPad 25/60

Students that were able tonavigate and use an iPad

19/60

Students that were able touse various reading andmath apps on the iPad

15/60

Prior to Summer SchoolLetter NameRecognition

Letter SoundRecognition

Students were ableto identify more than30 letters/sounds

4/60 5/60

Students were ableto identify 30-15letters/sounds

15/60 19/60

Students were ableto identify less than15 letters/sounds

41/60 36/60

Prior to Summer School

Number recognitionStudents were able toidentify 8-11 numbers

25/60

Students were able toidentify 4-8 numbers

12/60

Students were able toidentify less than 4numbers

23/60

Prior to Summer SchoolBeginning Sound Recognition

Students were able to identifymore than 20 sounds

5/60

Students were able to identify10-20 sounds

9/60

Students were able to identifyless than 10 sounds

46/60



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The following are the test results that were taken from the 60 Pre-Kindergarten studentsat the conclusion of the 6 week period with the iPad program.

Conclusion of Summer SchoolStudents that were able to

care for an iPad

60/60

Students that were able tonavigate and use an iPad

55/60

Students that were able touse various reading andmath apps on the iPad

54/60

Conclusion of Summer SchoolLetterName

Recognition

Letter Sound Recognition

Students were able toidentify more than 30letters/sounds

27/60 15/60

Students were able toidentify 30-15letters/sounds

29/60 24/60

Students were able toidentify less than 15letters/sounds

4/60 21/60

Conclusion of Summer School

Number recognitionStudents were able toidentify 8-11 numbers

35/60

Students were able toidentify 4-8 numbers

17/60

Students were able toidentify less than 4numbers

8/60

Conclusion of Summer SchoolBeginning Sound Recognition

Students were able to identifymore than 20 sounds

23/60

Students were able to identify10-20 sounds

15/60

Students were able to identifyless than 10 sounds

22/60



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DiscussionThe purpose of this is report is to determine if the students were able to use and carefor iPads and to see if iPads apps helped students to learn letter names, letter sounds,number recognition, and beginning sounds. The data that was gathered shows that theprogram was successful in meeting these goals.

According to the teacher surveys the majority of the teachers found that iPads helped

their students to learn their letter names, letter sounds, beginning sounds, and number

recognition. The teachers also would recommend using the iPads in the fall with their

Kindergarten students. All of the teachers thought the students were able to quickly

learn how to care and use the iPads.

The following segments establish support for each objective being met based on

research and data that was collected prior to the start of the iPad program and also the

data collected at the conclusion of the iPad program.

Objective 1

Leaner will be able to care for an iPad

According to the data collected, the percent of students that were able to care for an

iPad was 41% at the beginning of the program and then increased to 100% at the

conclusion of the program.

Objective 2

Learner will be able to navigate and use an iPad

According to the data collected, the percent of students that were able to navigate and

use an iPad was 31% at the beginning of the program and then increased to 91% at the

conclusion of the program.

Objective 3

Learner will be able to use various reading and math apps

According to the data collected, the percent of students that were able to use various

reading and math apps on the iPad was 25% at the beginning of the program and then

increased to 87% at the conclusion of the program.

Objective 4

Learner will increase their overall letter recognition



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According to the data collected, the percent of students who were able to identify more

than 30 letters was .06% at the beginning of the program and then increased to 45% at

the conclusion of the program. The percent of students who were able to identify 15-30

letters was 25% at the beginning of the program and then increased to 48% at the

conclusion of the program. The percent of students who were able to identify less than

15 letters was 68% at the beginning of the program and decreased at the end of the

program to .06%.

Objective 5

Learner will increase their overall letter sound recognition


than 30 letter sounds was .08% at the beginning of the program and then increased to

25% at the conclusion of the program. The percent of students who were able to identify

15-30 letter sounds was 31% at the beginning of the program and then increased to40% at the conclusion of the program. The percent of students who were able to identify

less than 15 letter sounds was 60% at the beginning of the program and decreased at

the end of the program to 35%.

Objective 6

Learner will increase their overall number 0-10 recognition

According to the data collected, the percent of students who were able to identify 8-11

numbers was 41% at the beginning of the program and then increased to 58% at the

conclusion of the program. The percent of students who were able to identify between4-8 numbers was 20% at the beginning of the program and then increased to 28% at

the conclusion of the program. The percent of students who were able to identify less

than 4 numbers was 38% at the beginning of the program and decreased at the end of

the program to 13%.

Objective 7

Learner will increase their beginning sound recognition


than 20 beginning sounds was .08% at the beginning of the program and then

increased to 38% at the conclusion of the program. The percent of students who were

able to identify between 10-20 beginning sounds was 15% at the beginning of the

program and then increased to 25% at the conclusion of the program. The percent of

students who were able to identify less than 10 beginning sounds was 76% at the

beginning of the program and decreased at the end of the program to 36%.



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Conclusion

The implementation of the iPad program for improving students math and reading

scores was successful in increasing their overall scores. The teachers agreed that the

iPad tool was successful in their classroom and that it is an effective tool for students to

use.

While scores increased overall in every category from the beginning of the program to

the conclusion of the program, there is still room for improvements with the program.

Recommendations

1. Find more apps that concentrate on beginning sounds. While scores increased in

this category, they were significantly lower than the other areas that were tested.

2. Find more apps for each category that will help increase student achievement.

By having more/different apps the students will not become uninterested and it

will also keep them challenged.3. Having a wider range of apps to help assist the students that need extra support

or practice with lower level skills and more difficult apps to challenge the students

that need it.

PROJECT COST

The expenses at summarized below and list all the fees and that were related with this

evaluation project. The entire process took 15 days to complete.

Personnel- Stacie Barker 15 days at $500/day $7,500.00

Copying/Printing $20.00

Supplies $40.00

Total cost $7560.00



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Appendix A Teacher Survey

This is an anonymous survey that Mrs. Barker is using for an evaluation project for agraduate classes at Boise State. Mrs. Barker is evaluating how teachers often teachers

used iPads during the summer school program, and if they think that using the iPadshad an impact on student learning.

Thank you for taking the time to respond to the survey.

1. How often did you use the iPads during the summer school program of 6 weeks?

a. Every Dayb. 2 - 3 times per weekc. Once a week

d. We never used the iPads

2. How often per day did you use the iPads?

a. An hour or longerb. 20-30 minutesc. Less than 20 minutesd. We never used the iPads

3. Did you find that students had an easy or hard time learning how to handle, carefor and use the iPads?

a. All of students were able to quickly learn how to use iPads appropriatelyb. Most of the students were able to quickly learn how to use iPads

appropriatelyc. Very few of the students were able to quickly learn how to use iPads

appropriatelyd. None of the students were able to quickly learn how to use iPads

appropriatelye. I have no idea because iPads were never used

4. Do you think your students enjoyed using the iPads rather than other teachingstrategies for math and reading?

a. Absolutelyb. Maybec. Definitely Not

5. Which iPads apps did your students prefer to use?



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6. Do you think using iPads during the six week period helped to improve yourstudents letter name recognition, letter sound recognition, beginning sounds, andnumber recognition?

a. Yesb. Maybec. Nod. I am not sure

7. Would you want to use or recommended using the iPads in the fall for yourKindergarten students?

a. Yesb. Maybe

c. Nod. Undecided/Not sure

8. Do you have any other remarks or observations to add?



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Appendix B Teacher Survey Answers

How often did you use the iPads during the 6 weeks?

Teacher A

TeacherB

TeacherC

Everyday X X

2-3 times per week X

Once a week

We never used the iPads.

How often per day did you use the iPads?

Teacher A

TeacherB

TeacherC

An hour or longer X X

20-30 minutes X

Less than 20 minutes

We never used the iPads



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Did you find that students have an easy or hard time learning how tohandle, care for and use the iPads?

Teacher A

TeacherB

TeacherC

All of students were able to quickly learnhow to use iPads appropriately

X X X

Most of the students were able to quicklylearn how to use iPads appropriately

Very few of the students were able to

quickly learn how to use iPadsappropriately

None of the students were able to quicklylearn how to use iPads appropriately

I have no idea because iPads were neverused

Do you think your students enjoyed using the iPads rather than other

teaching strategies for math and reading

Teacher A

TeacherB

TeacherC

Absolutely X X X

Maybe

Definitely No



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Which iPads apps did your students prefer to use?

Teacher A

TeacherB

TeacherC

Math XReading X X

Beginning Sounds

Which iPads apps did your students prefer to use?

Teacher A

TeacherB

TeacherC

LetterSchool LetterSchool/Alien Buddies

Bugs andBubbles

Do you think using iPads during the six week period helped toimprove your students letter name recognition, letter soundrecognition, beginning sounds, and number recognition?

Teacher A

TeacherB

TeacherC

Yes X X

Maybe X

No

I am not sure



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Would you want to use or recommended using the iPads in the fallfor your Kindergarten students?

Teacher A

TeacherB

TeacherC

Yes X X X

Maybe

No

Undecided/Not Sure

Documents

s Barker 505 Evaluation Report