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Journal articles on the topic 'IPED schools'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Rivamonte, Mariam B. "Learning Resources Acquisition, Management, and Utilization Practices of select IPED and Non-IPED Schools Divisions in Mimaropa Region: Basis for the Proposed Learning Resource Service Model." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (2023): 3023–54. http://dx.doi.org/10.22214/ijraset.2023.52252.

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Abstract: The study determined the practices of select IPEd and Non-IPEd Schools Divisions in terms of learning resources acquisition, management, and utilization. It also aimed to identify the extent of practices, its compliance with the DepEd guidelines, the significant differences between the IPEd and Non-IPEd schools divisions’ extent of practices and compliance with the DepEd guidelines, as well as the gaps and some major issues encountered in terms of learning resources acquisition, management, and utilization.

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Pedrajas, Ronaldo, and Jeremiah Mosquera. "Implementation And Effectiveness of Indigenous Peoples Education (DepEd Order 62, S. 2011) Policy Framework in Tupi, South Cotabato." Psychology and Education: A Multidisciplinary Journal 40, no. 4 (2025): 531–50. https://doi.org/10.70838/pemj.400406.

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The United Nations and the Philippine Department of Education have highlighted the need for education that respects the unique cultural contexts of indigenous peoples, as conventional schooling often fails to equip them with relevant skills or support their communities. Responding to this, the DepEd Order 62, s. 2011 established the Indigenous Peoples Education (IPEd) Program to promote a culturally grounded education through curriculum contextualization, community involvement, and capacity building for indigenous schools and teachers. This study examined the implementation and effectiveness o

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Lopez, Ella Mae. "Beyond Ethnicity: Lived Experiences of Mathematics Teachers Teaching in Recognized Indigenous Peoples Schools." Psychology and Education: A Multidisciplinary Journal 30, no. 7 (2025): 1198–215. https://doi.org/10.5281/zenodo.14629291.

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It can be acknowledged that IPED educators may have distinct experiences being assigned to far-flung IP communities. An interest in exploring the real-world experiences of mathematics teachers teaching in IP-implementing schools, their coping strategies, and insights they may share with the community have been sparked. A qualitative-phenomenological design was employed to examine and delve into the procedure and connection of the experiences experienced by mathematics teachers at IPED-recognized schools. The extracted narratives were further examined through thematic analysis. The themes for t

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BERMUDEZ, WARREN MARK, and NILDA OGAYA BABARAN. "INDIGENOUS PEOPLES EDUCATION (IPED) IN TEACHING PUBLIC SECONDARY SCHOOL." Quantum Journal of Social Sciences and Humanities 6, no. 3 (2025): 223–36. https://doi.org/10.55197/qjssh.v6i3.678.

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The study determined the implementation of Indigenous Peoples Education (IPEd) program of public secondary school teachers of Alfonso Lista, school year 2024-2025.This study relied heavily on the descriptive-correlational quantitative method of research. Using an adapted questionnaire, the researcher assessed the IPED program in the following parameters: pedagogy and methodology, indigenous knowledge systems and practices, curriculum and content, language of instruction, teacher training, materials, and assessment and evaluation. The study was limited in the 6 public secondary schools of Alfon

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Imperial, Jayson. "Evaluation of Indigenous Peoples Educational (IPED) Program in South Central Mindanao." Psychology and Education: A Multidisciplinary Journal 24, no. 10 (2024): 1153–64. https://doi.org/10.5281/zenodo.13730120.

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The study delved into the comprehensive implementation of the Indigenous Peoples Educational (IPED) Program within schools situated in South Central Mindanao. It employed an online platform, specifically utilizing Google Forms, to conduct a survey among 275 respondents. The primary objective was to assess the extent to which the IPED Program has been integrated into these educational institutions, focusing on various critical aspects such as expected learning competencies and standards, availability of learning resources, adequacy of learning spaces and environments, and the efficacy of teachi

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Norberte, Norman. "Implementation and responsiveness of indigenous people education program in Socsargen." Journal of Social, Humanity, and Education 4, no. 4 (2024): 263–75. http://dx.doi.org/10.35912/jshe.v4i4.1990.

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Purpose: This study aimed to examine the implementation and responsiveness of the Indigenous Peoples Education Program (IPEd) in South Cotabato, Sarangani, and General Santos City (SocSarGen), focusing on evaluating the level of IPEd implementation and schools' responsiveness in meeting the educational requirements of Indigenous Peoples students enrolled in the IPEd initiative. Research methodology: A descriptive quantitative approach was utilized, employing surveys to gather data on the implementation and responsiveness of the IPEd Program. The data were analyzed to evaluate the degree of imp

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Nazarita, Eureka Kris, and Lily Grace Morales. "Breaking Barriers: The Journey of Non-IP Teachers in Schools Implementing Indigenous Peoples Education Program." Psychology and Education: A Multidisciplinary Journal 38, no. 5 (2025): 536–54. https://doi.org/10.70838/pemj.380510.

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This qualitative study explored the challenges faced by non-IP teachers in IPEd-implementing schools. Data were collected through in-depth interviews with eight non-IP teachers and analyzed thematically to uncover significant challenges including language, geographical, and learner engagement barriers. In the language barrier, the teachers are unable to speak and understand the native dialect and they have difficulty in delivering of lessons in indigenous language. Geographic barrier causes teachers to struggle in reaching the schools and face risky roads and pathways. While in learner-engagem

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Tañedo, Knit, and Pablo Eulatic. "Indigenization of the Curriculum and its Influence to Culture Preservation in Indigenous Peoples Education Implementing Schools." Psychology and Education: A Multidisciplinary Journal 39, no. 5 (2025): 632–44. https://doi.org/10.70838/pemj.390506.

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This Research and Development (R&D) study aimed to determine the extent of indigenization of school curriculum and its influence to culture preservation as a basis in designing strategies in implementing the Indigenous Peoples Education (IPEd) in Maitum. The study involved five school heads, 50 teachers, and 50 parents as respondents. Data were analyzed using weighted mean. Based on the results of the study, the indigenization of the curriculum was highly observed with an overall weighted mean score of 3.78. On the other hand, the implementation of the indigenized school curriculum by the

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Bastida, Ernesto Jr, Maria Ana Quimbo, Ruth Ortega-Dela Curuz, Evelie Serrano, Merlyne Paunlagui, and Edmund Centeno. "Towards Liberating Education." International Journal of Asian Education 4, no. 3 (2023): 132–49. http://dx.doi.org/10.46966/ijae.v4i3.345.

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This study proposes a rights-based instructional planning approach for teachers serving indigenous learners, particularly those assigned to schools in Higaonon communities (IPEd). The content of the paper focuses on the following:(1) assumptions about Higaonon indigenous learners; (2) components of the right-based instructional planning approach; and (3) facilitating and hindering factors that may affect the implementation of the right-based instructional planning approach. The researcher used an exploratory research design to develop the proposed planning approach. It was conducted in Higaono

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Fredeluces, Rolando B. "Study Habits and Learning Performance Of Grade 6 Indigenous Learners In A District." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 10 (2024): 4155–233. http://dx.doi.org/10.11594/ijmaber.05.10.28.

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Indigenous students faced various challenges that could hinder their academic success. The Indigenous Peoples' Rights Act (IPRA), the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), and the Indigenous Peoples' Education (IPEd) Policy and Framework (DepEd Order No. 32, s. 2015) all contributed to strengthening the indigenous rights movement. The research sought the influence of study habits on the academic achievement of Grade 6 indigenous students in the District of San Marcelino. The goal was to improve the quality of education through effective classroom instruction.

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Arnado, Alvic A., and Glenn M. Aviles. "ICT Integration in IPEd Schools: Challenges and Skills of Intermediate Teachers and Learners." International Journal of Membrane Science and Technology 10, no. 2 (2023): 482–510. http://dx.doi.org/10.15379/ijmst.v10i2.1260.

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This study aimed to investigate the skills and challenges of intermediate teachers and learners in teaching and learning ICT in Indigenous Peoples Education (IPEd) schools in Butuan City Division, Philippines. A total of 63 teachers and 242 learners participated in the study, which used a descriptive survey design and questionnaires to collect data. Results showed that teachers had moderate confidence in technology operations and concepts, while learners displayed slight confidence in creativity and innovation, communication and collaboration, and critical thinking. Learners also perceived all

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Sonza, Smilee Joy A., and Adrian V. Protacio. "Voices of the Language Teachers in Teaching Indigenous Students in the IPEd-Implementing Schools." International Journal of English Literature and Social Sciences 10, no. 2 (2025): 320–29. https://doi.org/10.22161/ijels.102.50.

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Teaching the English language to indigenous students can be both rewarding and challenging. This study examines the experiences of English teachers in Indigenous Peoples Education (IPEd) schools in Kalamansig, Philippines. It investigates the difficulties they encounter while teaching English to Indigenous learners in multicultural and multilingual settings. By emphasizing teachers' perspectives, the study provides insights for enhancing ESL instruction, curriculum development, and teacher training in Indigenous environments. Employing a qualitative, transcendental methodology, the research ex

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Doncillo, Jerelyne C. "TEACHERS' BELIEFS AND PRACTICES OF SOCIAL AND EMOTIONAL LEARNING: IMPLICATIONS ON KINDERGARTNERS' ENGAGEMENT IN MULTI-GRADE CLASSES IN INDIGENOUS PEOPLES EDUCATION (IPED) SCHOOLS." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (2025): 1622–33. https://doi.org/10.5281/zenodo.15332584.

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In the context of inclusive and culturally responsive early childhood education, fostering Social and Emotional Learning (SEL) has become increasingly essential, especially in diverse and multi-grade classrooms. This study investigates the relationship between kindergarten teachers’ beliefs and practices in Social and Emotional Learning (SEL) and the cognitive, affective, and behavioral engagement of kindergartners in multi-grade Indigenous Peoples Education (IPED) classrooms in Agusan del Sur, Philippines. Grounded in Vygotsky’s Sociocultural Theory, the study highlights the impor

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Bastida, Jr., Ernesto L., Robbie Jan Vincent T. Buelo, Fatima G. Tabia, Rudy Bhonne R. De Lara, Jerbert M. Abargos, and Catherine S. Oliquino. "Participation, promotion, and practices of the Indigenous Peoples Education (IPEd)- implementing schools in localizing sustainable development goals." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 15, no. 2 (2024): 94–115. https://doi.org/10.46223/hcmcoujs.soci.en.15.2.3155.2025.

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This convergent parallel mixed methods study aimed to determine the participation, promotion, and practices of the elementary teachers who are serving indigenous learners in localizing the Sustainable Development Goals (SDGs) to empower the grassroots and nurture their potential as agents of transformative change and sustainable future in the City of Bayugan, Agusan Del Sur, Philippines towards the attainment of the development-oriented inclusive education governance. To achieve the research objective, the researchers concurrently collected and then merged the quantitative and qualitative data

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Peligro, Mary Grace L., and Maria Liesle A. Dopeño. "EXTERNAL ENGAGEMENTS AND INITIATIVES OF PUBLIC SCHOOLS IN SUPPORT TO LOCAL INDIGENOUS COMMUNITIES." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (2025): 1140–57. https://doi.org/10.5281/zenodo.15287945.

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The main thrust of the study was to identify the external engagements and initiatives of public schools in support to local indigenous communities for the School Year 2023-2024. It also aimed to determine the main drivers of the external engagements and initiatives, challenges encountered by the public schools in the implementation of the external engagements and initiatives, and the needs expressed by the public schools in their initiatives to help the local indigenous communities. The relevant data on the external engagements and initiatives of public schools in support of the Eskaya indigen

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Gulam, Edward Ryan, and Alma Hordista. "Implementation of Indigenous People Education in Sarangani Province." Psychology and Education: A Multidisciplinary Journal 27, no. 4 (2024): 392–406. https://doi.org/10.5281/zenodo.14018756.

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This study aimed to ascertain the extent of implementation of Indigenous People’s Education in Sarangani Province, the key performance indicators, the significant relationship between the implementation and the key performance indicators, and the extent of compliance of the school heads and teachers on the implementation. The researcher utilized descriptive-evaluative research design. The respondents are school leaders and select teachers in the Department of Education, Division of Sarangani. The data were gathered through a survey questionnaire. The results show that all the indicators

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Suan, Elializa y., and Joselyn C. Estrellan. "VOICES FROM THE CLASSROOM: NON-NATIVE TEACHERS` STORIES OF INTEGRATING INDIGENOUS KNOWLEDGE SYSTEMS AND PRACTICES (IKSP) IN MULTICULTURAL EDUCATION." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1756–71. https://doi.org/10.5281/zenodo.15536467.

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The integration of IKSP into formal education systems has garnered increasing attention due to its potential to enrich educational experiences, promote cultural preservation, and enhance community empowerment. Indigenous knowledge encompasses a wide range of traditional practices, beliefs, and wisdom passed down through generations within indigenous communities. This study explores the integration of Indigenous Knowledge Systems and Practices (IKSP) into the formal education system in DepEd Esperanza District III, Division of Sultan Kudarat, for the school year 2024-2025. The research, utilizi

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Gimpaya, Diana Rose, and Lucky Sonny Ligsanan. "Culturally Sustaining Pedagogy in Science Classroom: A Phenomenological Study of Indigenous Education in Bataan." Psychology and Education: A Multidisciplinary Journal 41, no. 4 (2025): 436–47. https://doi.org/10.70838/pemj.410401.

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The increasing enrollment of Indigenous Peoples learners nationwide and in local areas like Dinalupihan reflects a growing trend of IP participation in formal education, underscoring the need for culturally responsive and sustaining teaching practices. This qualitative study explored the lived experiences of science teachers in Bataan, Philippines, who implement culturally sustaining pedagogy (CSP) in classrooms with Indigenous learners. Amid the Department of Education's push for inclusive education, this research addressed the need to contextualize science instruction through cultural releva

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Lestari, Neysa Nadia, and Stephanie Yuanita Indrasari. "Teachers’ adoption of 1:1 iPad implementation in the classroom." Interactive Technology and Smart Education 16, no. 3 (2019): 278–99. http://dx.doi.org/10.1108/itse-06-2018-0041.

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Purpose This study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad. Design/methodology/approach This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the r

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Hussin, Rosninawati, Suria Hani A. Rahman, Sofia Hayati Yusoff, Rosidayu Sabran, and Fauziah Hassan. "Barakah Ilmu Melalui Penggunaan Teknologi Komunikasi, Ipad dan Keberkesanannya." ‘Abqari Journal 20, no. 2 (2019): 131–44. http://dx.doi.org/10.33102/abqari.vol20no2.220.

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iPad is a device designed through the combination of computers and tablets. The use of the iPad is widespread and it can cover all aspects of use regardless of whether it is in the office or schools or for casual activities such as playing video games and surfing the internet. This device is also a medium to gain knowledge in schools; as early as 2010, the iPad was used as a learning and teaching tool in select schools in Malaysia. This study was conducted to examine the effectiveness of iPad use among high school students through the qualitative method of semi-structural interviews. Since, th

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Juntilla, Wrendell C., Elvina L. Taran, and Randy P. Osorno. "POHINONAW TO BOTOSANON (TEACHING OF CULTURE): PRESERVING, PROMOTING, AND SUSTAINING OF OBO – MONUVU INDIGENOUS CULTURAL HERITAGE." Ignatian International Journal for Multidisciplinary Research 2, no. 2 (2024): 150–68. https://doi.org/10.5281/zenodo.10682439.

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The first – year implementation of B.A. Calamba National High School as a regionally certified Indigenous People Education (IPED) implementing school has yielded remarkable results and discussions centered around a comprehensive set of school-based interventions aimed at preserving, promoting, and sustaining the cultural heritage of the Obo – Monuvu indigenous community. This paper summarizes the outcomes and insights derived from these interventions, which have significantly contributed to strengthening the implementation of IPED and fulfilling the school's roles and responsibilit

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Ağır, Ahmet. "iPad at School: A Holistic Evaluation of the Opinions of Students, Teachers and Parents Concerning iPad Usage." International Journal of Education 7, no. 3 (2015): 175. http://dx.doi.org/10.5296/ije.v7i3.7924.

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<p>The present study contains data collected via end of the year assessments concerning iPad applications created especially for primary schools, and includes analyses of the data. To integrate smart board usage in primary school lessons, various applications were developed to ensure the synchronization of the smart boards and iPads. These applications were used by both students and teachers in class sessions throughout the academic year. At the end of the academic year, the usage of the iPad in the classes, the effects of iPad on class activities and teaching methods; and the opinions o

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Abdukarim, Abdulsalam, Veronica Folasade T. Babajide, and Isiaka Ayobi Raheem. "Efficacy of improvised portable electrolysis console on students’ academic achievement in physics." Journal of Education For Sustainable Innovation 3, no. 1 (2025): 55–64. https://doi.org/10.56916/jesi.v3i1.1137.

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The dearth of instructional materials in teaching key concepts in Physics such as Electrolysis in Nigerian schools is rather disparaging to productive and effective teaching and learning. As such, improvising to mitigate this lack of instructional materials becomes an imperative intervention. This study investigated the efficacy of an improvised portable electrolysis console on the academic achievement of physics students in Lagos State senior secondary schools. The Improvised Portable Electrolysis Console, IPEC, is a PCB (Printable Circuit Board) designed semi-automatic electronic instruction

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Lapananda, Eva Rivana, Gamar Abdullah, Rifda Mardian Arif, Sukri Katili, and Abdul Haris Panai. "PENGEMBANGAN MEDIA PEMBELAJARAN IPEX (INTELLIGENT PROPERTY EXCELLENT) UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR." SINERGI : Jurnal Riset Ilmiah 2, no. 3 (2025): 1430–42. https://doi.org/10.62335/sinergi.v2i3.1028.

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The purpose of this study is to develop IPEX learning media that meets the criteria of feasibility, practicality, and effectiveness in science learning to improve student learning outcomes in ecosystem material in grade IV of SDN 6 Kabila. This study is a development research using the ADDIE development research model, which includes the stages of analysis, design, development, implementation, and evaluation. The feasibility of IPEX media was tested through validation by a team of experts. The validation results showed that this media obtained an average percentage of 95.14%, which was categor

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Mac Mahon, Brendan, Seán Ó. Grádaigh, and Sinéad Ní Ghuidhir. "iTE." International Journal of Mobile and Blended Learning 8, no. 2 (2016): 21–34. http://dx.doi.org/10.4018/ijmbl.2016040102.

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Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical refl

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Sari, Preti Maha. "Utilizing iPad in TEYL: Some Benefits and Barriers." Ittishal Educational Research Journal 4, no. 2 (2023): 1–20. http://dx.doi.org/10.51425/ierj.v4i2.55.

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At present, tablet devices are used in teaching in the schools across the nation, the most popular device is iPad and the role of teachers in using technology especially iPad is very crucial to serve the learners in order to make them learn better in a fun way. The objective of this study was to investigate the use of the iPad for teaching and learning in terms of benefits and the barriers through the experiences of classroom teachers and students in one of Primary School in Palembang, Indonesia. Qualitative methods, including teacher and student-participant interviews,

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Kaulanov, Magzhan, and Dinara Kazimova. "Impact of iPads on secondary school children’s learning from the teachers’ perspective." World Journal on Educational Technology: Current Issues 16, no. 4 (2024): 327–40. https://doi.org/10.18844/wjet.v16i4.8895.

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This article explored the impact of iPad-based learning on secondary school children's motivation and engagement with school subjects. The use of iPads in the classroom has become increasingly common in recent years, with many schools incorporating this technology into their curricula. However, there is a lack of research on the specific impact of iPad-based learning on student motivation and engagement. To address this gap in the literature, the present research conducted a study with a sample of secondary school students to assess the effects of iPad-based learning on motivation and engageme

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Morgana, Valentina, and Prithvi N. Shrestha. "Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom." International Journal of Computer-Assisted Language Learning and Teaching 8, no. 3 (2018): 29–49. http://dx.doi.org/10.4018/ijcallt.2018070102.

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Recent research indicates that mobile technologies can support second language learning. However, studies focused on the use of the iPad and teaching in schools is still scarce. This study reports on an action research project that investigated the use of the iPad in the English as a foreign language (EFL) context in an Italian school. The study sought to investigate learners' and teachers' perceptions of mobile learning through the use of the iPad. The data was collected through a survey (N=41), classroom observations (N=4), interviews (N=20), and recorded teacher meetings (N=5). Results show

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Jahnke, Isa. "Teaching Practices in iPad-Classrooms." International Journal of Mobile and Blended Learning 5, no. 3 (2013): 1–16. http://dx.doi.org/10.4018/jmbl.2013070101.

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Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students’ creativity and how can they foster students’ creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices. Interviews, classroom observations and qualitative data were analyzed. The results reveal that the most creativity has been observed when the teacher designed such activities for mobile learning where no correct solution is available. When there is a shift fr

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Jahnke, Isa, Peter Bergström, Eva Mårell-Olsson, Lars Häll, and Swapna Kumar. "Digital Didactical Designs as research framework: iPad integration in Nordic schools." Computers & Education 113 (October 2017): 1–15. http://dx.doi.org/10.1016/j.compedu.2017.05.006.

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Mac Mahon, Brendan, Seán Ó. Grádaigh, and Sinéad Ní Ghuidhir. "From iTE to NQT." International Journal of Mobile and Blended Learning 10, no. 2 (2018): 8–19. http://dx.doi.org/10.4018/ijmbl.2018040102.

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This article outlines a study to examine if newly qualified teachers (NQTs) who had incorporated iPad within pedagogical practice during initial teacher education, continued to do so in their first two years of teaching, and also to identify the challenges to integration that emerged. Findings show that use of iPad in teaching, learning and assessment by NQTs during induction year was followed by a significant fall in Year 2. Deeply embedded external barriers at both system and individual school context level are shown to exert significant influence on the use of iPad within pedagogical practi

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Purcell, Catherine. "Teaching children road safety using a simulated environment." Journal of Education and Educational Development 7, no. 1 (2020): 44. http://dx.doi.org/10.22555/joeed.v7i1.2948.

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<p>The importance of road safety education is widely acknowledged; however, there is a lack of consistency in road safety interventions currently being used in UK schools. Furthermore, the majority of road safety educational programmes use knowledge-based methods, which do not necessarily translate to improved behaviour in real traffic environments. The use of virtual reality is starting to emerge as a viable option, as it allows for repeated risk-free practice. This study aimed to test the efficacy and playability of a virtual reality road crossing iPad-based game with children aged 7-9

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Badilla-Quintana, María Graciela, Gabriela Ramírez-Peña, Francisco Sandoval-Henríquez, Fabiola Sáez-Delgado, and Ligia Gómez-Franco. "Use of mobile technology in the development of cognitive skills of high school students with special educational needs." Aula Abierta 51, no. 3 (2022): 227–36. http://dx.doi.org/10.17811/rifie.51.3.2022.227-236.

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Mobile technology can help personalize instruction and enhance generic and specific learning skills for students with special educational needs. This study examines the effects of a technology intervention strategy on the attention/concentration and spelling skills. Participants were students with permanent and temporary educational needs attending secondary schools in Chile. A pretest-posttest experimental design with a control group was adopted. 73 students participated, under three conditions: a) control group, with a printed guide-based strategy and without the use of technology, b) an exp

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Ziese, M. "Symbolic regression as AI-based tool for the analysis of smartphone experiments." Physics Education 60, no. 4 (2025): 045025. https://doi.org/10.1088/1361-6552/addea1.

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Abstract Symbolic regression (SR) is discussed as an artificial intelligence-based tool to derive the mathematical expressions of physical laws directly from data that can be easily measured in a physics lab in universities or in schools. As an example the acceleration of a rotating iPad is analysed in terms of the angular velocity and angular acceleration. SR algorithms consistently find the correct functional expressions and also provide the coordinates of the accelerometer with respect to the centre of the iPad. This tool opens up a new approach to learning in physics, where data is the pri

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Fernandes, Barbara. "iTherapy: The Revolution of Mobile Devices Within the Field of Speech Therapy." Perspectives on School-Based Issues 12, no. 2 (2011): 35–40. http://dx.doi.org/10.1044/sbi12.2.35.

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The iPhone®, iPod touch® and the iPad® are becoming widely used as therapy tools. This article will introduce the devices' basic features that can be used by speech-language pathologists (SLPs) to support service delivery in schools, report the results of a survey addressing current use and implementation of the devices in the school setting, introduce basic concepts behind applications for speech and language therapy, and guide SLPs when choosing accessories for the devices that will be used for therapy. The iDevices have made the use of technology within the field of speech pathology afforda

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Chou, Chientzu Candace, and Lanise Block. "The Mismatched Expectations of iPad Integration Between Teachers and Students in Secondary Schools." Journal of Educational Computing Research 57, no. 5 (2018): 1281–302. http://dx.doi.org/10.1177/0735633118784720.

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While tablets and lightweight laptops have become commonplace in the K-12 classrooms, previous studies have shown mixed results on the effectiveness of these mobile devices with respect to learning. Based on the Substitution, Augmentation, Modification, and Redefinition pedagogical framework and the international society for technology in education technology standards, this mixed-methods research study examined what teachers in a large diverse urban school district in Midwest United States did in their classrooms and what students expected from learning with iPads. The results show that the m

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Akubue, Akubue, Prince C. Prince C, Okeke Winifred C, and Ezeabasili Peter I. "Adapting the E-Learning Model Education in Digital Age for Nigeria Schools." International Journal of Advances in Engineering and Management 6, no. 10 (2024): 158–63. https://doi.org/10.35629/5252-0610158163.

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Educational technologies are becoming an increasingly important part of education.The days of chalkboards and overhead projectors are slipping away. Increasingly, schools across the world are using educational technology as part of the curricula. Virtuallya greater numberof students have smartphones.Adapting the e-learning model education for digital age in Nigeria schoolsis an inevitable evolution of times.Incorporating more technology into the classroom provides learning paths that are most effective for a particular student.Most students are familiar with devices such as the laptop, iPod, a

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Kucirkova, Natalia, David Messer, Val Critten, and Jane Harwood. "Story-Making on the iPad When Children Have Complex Needs." Communication Disorders Quarterly 36, no. 1 (2014): 44–54. http://dx.doi.org/10.1177/1525740114525226.

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The two case studies reported in this clinical exchange describe the way in which iPads can foster children’s motivation to engage in communication and literacy-related activities such as story-sharing and story-creation. A detailed description of a particular iPad app (Our Story) is provided, along with observations of the implementation of this app in two special schools. The benefits and limitations of this approach for children with complex language and communication difficulties are identified. Recommendations are provided for future support of children’s literacy-related skills with iPad

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Anttonen, Vuokko, Anna Kemppainen, Ahti Niinimaa, Paula Pesonen, Leo Tjäderhane, and Laitinen Jaana. "Dietary and oral hygiene habits of active athletes and adolescents attending ordinary junior high schools." International Journal of Paediatric Dentistry 24, no. 5 (2013): 358–66. http://dx.doi.org/10.1111/ipd.12078.

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Perry, Ayanna D., Emily P. Thrasher, and Hollylynne S. Lee. "Technology Tips: High-Leverage iPad Apps for the Mathematics Classroom." Mathematics Teacher 107, no. 9 (2014): 706–11. http://dx.doi.org/10.5951/mathteacher.107.9.0706.

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The use of iPads® in the classroom is growing. In the 2013–14 school year, 57 percent of schools planned to invest in iPads (Netop 2013). This investment can benefit mathematics classrooms only if teachers know which apps they can use to help students develop deeper mathematical understanding. Although learning about and developing facility with various apps is valuable for mathematics teachers, the process can be difficult, overwhelming, and time-consuming. To get started, we recommend one app, Dropbox, that can be used to share materials within the classroom setting, and then we suggest thre

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Deutsch, Kalie, Julie K. Gaines, Janette R. Hill, and Michelle A. Nuss. "iPad experience during clinical rotations from seven medical schools in the United States: Lessons learned." Medical Teacher 38, no. 11 (2016): 1152–56. http://dx.doi.org/10.3109/0142159x.2016.1170778.

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Skrbinjek, Vesna, Maja Vičič Krabonja, Boris Aberšek, and Andrej Flogie. "Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management." Education Sciences 14, no. 12 (2024): 1381. https://doi.org/10.3390/educsci14121381.

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In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 pri

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Gardens, Seby J., Madhusudan Krishna, Sajith Vellappally, et al. "Oral health survey of 6-12-year-old children with disabilities attending special schools in Chennai, India." International Journal of Paediatric Dentistry 24, no. 6 (2013): 424–33. http://dx.doi.org/10.1111/ipd.12088.

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Tirado, Ramón, Inmaculada Berlanga, Helena Vales, María Dolores Guzmán-Franco, Ana Duarte-Hueros, and Ignacio Aguaded. "Understanding the Engagement of Elementary School Students in One-to-One Ipad Programs Using an Adaptation of SelfSystem Model of Motivational Development." Computers in Human Behavior 105 (June 7, 2020): 106224. https://doi.org/10.5281/zenodo.14744907.

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Tirado-Morueta, R.; Berlanga, I.; Vales, E.; Guzman-Franco, MD; Duarte-Hueros, A.; Aguaded-Gomez, I. (2020). Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of motivational development. <em>Computers in Human Behavior, 105, 106224. </em>https://doi.org/10.1016/j.chb.2019.106224  The article <em>Understanding Elementary School Students' Engagement in One-to-One iPad Programs Using an Adaptation of the Motivational-Developmental Self-System Model</em> analyses how daily use of iPads in one-to-one programs i

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Coelho, Helio, and Gaianê Sabundjian. "Virtual Visit to Research Reactor IPEN/MB-01." Brazilian Journal of Radiation Sciences 12, no. 4B (Suppl.) (2025): e2771. https://doi.org/10.15392/2319-0612.2024.2771.

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The world is currently facing a significant challenge due to the widespread dissemination of misinformation, compounded by a lack of effective strategies to combat it. The nuclear sector is particularly affected by it, with several people of the general public knowing very little or nothing at all about nuclear reactors, nuclear energy and nuclear technology, leaving them vulnerable to misinformation. The Covid-19 pandemic, alongside modern social dynamics, highlighted this modern social problem. It also forced all activities into an online environment, which was detrimental in terms of the sp

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Goldsmith, Pat Rubio. "Learning Apart, Living Apart: How the Racial and Ethnic Segregation of Schools and Colleges Perpetuates Residential Segregation." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (2010): 1602–30. http://dx.doi.org/10.1177/016146811011200603.

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Background Despite a powerful civil rights movement and legislation barring discrimination in housing markets, residential neighborhoods remain racially segregated. Purpose This study examines the extent to which neighborhoods’ racial composition is inherited across generations and the extent to which high schools’ and colleges’ racial composition mediates this relationship. To understand the underlying social processes responsible for racial segregation, I use the spatial assimilation model, the place stratification model, and perpetuation theory. Population Data for this project are from the

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Kirsch, Claudine, and Asunción Bes Izuel. "Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg." Language Learning Journal 47, no. 2 (2017): 204–18. http://dx.doi.org/10.1080/09571736.2016.1258721.

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Curry, John H., Sean R. Jackson, and Maria L. Benchic. "Four More Years? A Longitudinal Study of One High School’s 1:1 iPad Implementation." TechTrends 63, no. 1 (2018): 53–61. http://dx.doi.org/10.1007/s11528-018-0351-0.

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Shepherd, Jacqui, and Jacqui Shepherd. "‘Interrupted Interviews’: listening to young people with autism in transition to college." Exchanges: The Interdisciplinary Research Journal 2, no. 2 (2015): 249–62. http://dx.doi.org/10.31273/eirj.v2i2.114.

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This article examines the methodological approaches used in a research project that investigated the lived experiences of young people with autism as they made the transition from special schools to mainstream colleges of Further Education. A combination of visual methods using iPad applications and walking interviews were explored in an attempt to develop ways of engaging young people with autism in research and to privilege their voice in their own transition. The strengths and challenges of these methods are examined here and illustrated through the experience and responses of one young per

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Wang, Tianchong, Dave Towey, and Morris S. Y. Jong. "Exploring young students’ learning experiences with the iPad: a comparative study in Hong Kong international primary schools." Universal Access in the Information Society 15, no. 3 (2014): 359–67. http://dx.doi.org/10.1007/s10209-014-0395-7.

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