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Abstract

Preservice teachers reflected on their experiences teaching mathematics to ten students using iPads. The students had learning disabilities and were tutored over 5 consecutive weeks. Teachers reflected weekly for 5 weeks then responded to an online open-ended survey regarding their overall teaching experience. Findings suggest that the experience allowed preservice teachers to gain helpful insight, knowledge, and ideas on how to use iPads as an instructional tool.

Keywords

Students with Special Needs, Learning Disabilities, iPads, Qualitative Research, Preservice Teachers

Author Bio(s)

Daljit Kaur teaches technology and research courses at Francis Marion University. Her areas of research interest include qualitative research, technology in teacher education, children of poverty and international students. Correspondence regarding this article can be addressed directly to: dkaur@fmarion.edu.

Acknowledgements

I would like to thank reviewers for their support with this article.

Publication Date

9-18-2017

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

 

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