Summary CaseStudy

Disadvantages
Teaching
Engagement
(poor) education value
rich additional resource
fun
overload of screen time aid to classroom management stimulation
network problems
(high) education value
concentration
mode competency
beneficial to children with visual or aural 
impairment
multifaceted learning (x5)
varied
inclusive
new / interesting
Appendices E - F contain keyword feedback from teachers on whole class and individual learning.
3
Fig. 3 Online Survey responses from teachers in St. Peter’s N.S. 
about types of interactive technology available in their classrooms

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end of ICT resourcing and may suggest that increased access to diverse interactive technologies may 
also enhance teacher uptake. 
Session frequency 
The devices used were further categorised as facilitating whole class (IB) or individual (iPad, laptop) 
learning in order to see how often they were used in class. Fig. 5 contrasts the use of both and 
reveals a high-reliance on IB technology with almost 90% using whole class approaches at minimum 
daily. (These frequencies relate to information gathered in the teachers online survey of 18 primary 
teachers both inside and outside of St. Peter’s N.S.). These frequencies indicate an internal validity 
with the data on device availability shown above. 
Observations arising from one-to-one interviews indicate that at St. Peter’s the Junior classes have 
weekly scheduled sessions with iPads. The uptake will depend on class teacher discretion. The older 
classes upstairs book sessions with iPads or laptops, teachers tend to wait for specific projects e.g. 
report writing, project research or the need to use a particular software such was Powerpoint before 
they schedule use with individual interactive technology.