The purpose of the study was to examine the effectiveness of teaching sight words using an iPad app with embedded models to students with developmental disabilities. The experimental design used was multiple probe (conditions) across behaviors replicated across students. All sessions occurred in a one-to-one format. The results showed the iPad app with embedded models were effective in teaching sight words to students with developmental disabilities.

The iPad and other mobile devices have become so popular over the past few years that many school districts are purchasing these devices and implementing them in the classroom with little to no research. Because there has been no previous research at one rural school district in Michigan, the primary purpose of this quantitative causal-comparative study was to investigate the effects that a 1-to-1 iPad initiative program has had on only 11th grade student achievement and determine if 11th grade students' test scores on the Michigan Merit Exam in the areas of mathematics, science, and social studies for each school year from 2007 to 2016 have improved, declined, or stayed the same. The framework for this study was rooted in Kearsley and Shneiderman's engagement theory, which specifically applies to technology-based learning environments. A repeated measures analysis of variance was used to compare the standardized test scores from 2007 to 2016, with the scores as the dependent variables and the introduction of the iPad technology as the independent variable. Student characteristics of gender, ethnicity, and socioeconomic status were covariates. The findings from this study indicated that the iPad has improved standardized test scores at this local high school and therefore this school district should continue the promotion and investment in mobile learning devices and other technologies. The resulting policy recommendation from this study prompts the local school district to pursue the expansion of a 1-to-1 iPad program or other mobile learning device in the current curriculum to help increase student achievement on standardized tests. The incorporation of Apple's iPad in the classroom has potentially created a solution to help students increase academic performance and achieve higher levels on standardized and state tests.

Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment? Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook. The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group. Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook. Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.

蘋果電腦從2010年3月發行iPad平板電腦不過才一年的時間就出貨了1500萬台，隨即又以更犀利的價格與更新穎規格宣布iPad2之發行，全年度出貨量上看3500萬台。這波快速成長的新市場對於以製造見長的ODM廠商而言，究竟是新的商品機會來提高自身獲利率或是下一個低毛利風險讓自身更受制於品牌廠商尚未有定論。不過從iPad系列銷售的業績與定價策略，過去熟稔的品牌PC廠商似乎很難在此競爭態勢下找到切入定位點，然而從價值鏈的分析中，又可以看到幾個不同於過去電腦銷售方式的新利基點。從下表可知若將蘋果iPad置於價值鏈中心，向上有因而受惠的電子媒體與硬體開發商，向下有開發軟體與電信營運商，左右也有可以整合應用的家電電器商，可以說是受惠良多的組合。 歸納因為iPad銷售而受惠的上下游廠商： 1. 軟體開發商 2. 硬體周邊開發商 3. 電信營運商 4. 電子媒體書籍出版社 5. 家庭電器電視品牌製造商 如何從ODM製造與研發專長，來協助有差異價值的客戶，又能有效建立區隔競爭廠商的進入障礙，是本篇論文研討的目標。藉由麥可波特的價值鏈傳遞定位可以合作的對象，再藉由五力分析尋找有差異性服務的機會，最後使用策略選擇具有差異化策略的機會，希望台灣的產業可以改變全球競爭版圖的規則，提高自身價值的附加能力，維持競爭優勢。 / Apple Computer swamped the market with its iPad tablet PC at a 15,000,000 units shipment for the first year launched on March, 2010. Without leaving much chance and room for its competitors, Apple announced a newer version – iPad2 in March, 2011 with a more aggressive price and latest specification. The iPad2 is estimated to hit an annual shipment of 35,000,000 units worldwide. Is such a fast moving trend implying an opportunity for the ODM to improve its profit margin on new business growth or another vicious cycle of lower profit margin due to severe competition among the branded customers ? From the market price and innovative technology adopted by Apple, renowned PC brand makers may find it hard to compete in the retailing market but from the analysis of value chain it is observed several new opportunities different from the traditional PC category. By comparative analogy to Apple’s value chain several potential links available for the ODM’s collaboration can be identified as follows - 1. S/W developer 2. H/W peripheral developer 3. Tel-com operator 4. Publication firm with digital contents 5. Home appliance brand manufacturer The aim of this thesis is to study from Apple’s success story and uprising mobility paradigm, to eliminate inferior strategic approach and traditional EMS / OEM operation, by replacing with a better margin, highly differentiative value propositon with unique customer links. By the strong R&D and manufacturing skills possessed by the ODM to align with new customer group and at the meantime, building up a barrier to defend competitor from getting in the ring. Expecting Taiwan’s industry can learn from proper strategy maneuver to change the competition map by improving add-on value on its core strength, to maintain its competiveness. Thus the thesis can serve its function not only for academic study, but also for a real business practice.

Uppsatsens syfte var att få en insikt om och visa hur ett antal lärare tänkte kring stödinsatser i svenska, för elever som inte hade nått mål för ämnet i år 3. Syftet kom ur tankar kring dagens målinriktade undervisning, då de nationella provens vara eller icke vara diskuterats mycket i samhället. Studien är av kvalitativ karaktär och gjordes genom åtta intervjuer hos 4:e klass lärare, i ett län, i sydöstra Sverige. Resultaten från intervjuerna sammanställdes i kategorier som uppkommit under intervjuerna, och dessa diskuterades sedan och ställdes mot tidigare forskning i slutet av uppsatsen. Resultaten visade att lärarna diskuterade kring begreppet läs- och skrivsvårigheter med olika termer samt beskrev det som ett komplext begrepp. Vidare visades det på, att stödinsatser som ges till eleverna i svenska ofta innefattade tekniska hjälpmedel samt egentid hos specialpedagog, men även individuell uppläggning av skolarbetet i klassrummet. Uppsatsen hoppas vi kommer kunna ge tips till verksamma lärare i form av nya arbetssätt samt att få se hur andra lärare tagit sig an samma problem som man själv kanske står inför samt ge ökad förståelse för de som har svårigheter med läs- och skrivinlärningen.

I takt med medielandskapets föraändring så utvecklas möjligheterna för medier att positionera sig digitalt alltmer. Denna kandidatuppsats har som syfte att undersöka hur denna förändring påverkar de svenska dagstidningarna när det kommer till Apples iPad. Vår frågeställning är således; hur tar svenska dagstidningar sig an iPad som en ny medieplattform?Vi har valt att använda oss utav kvalitativa intervjuer med de ledande aktörerna på den svenska dagstidningsmarknaden. Eftersom det här är ett så pass nytt och outforskat område finns det begränsat med relevant teori att tillgå. Vi har som hjälp använt oss av teorier om nya medier och digitalisering där vi bland annat har tittat på Internets framväxt. Det vi har kommit fram till i vår kandidatuppsats är att det är en ny marknad fylld av experiment och tester för att utveckla den perfekta modellen över hur man som dagstidning ska positionera sig på iPad. De resultat vi har kommit fram till idag komer med största sannolikhet att ändras inom ett par år. Både för att tekniken förbättras och skapar fler möjligheter, samt att konkurrenter ändrar förhållandena på marknaden.

Studies have shown that increasing eye contact can be accomplished by using reinforcement, prompting, shaping, functional movement training, punishment, and self-monitoring. However, there is a lack of research that evaluates the use of technology as a way to increase eye contact. This study tested the effectiveness of a tablet application at increasing eye contact in children diagnosed with autism. The application requires the child to look at a picture of a person's face and identify the number displayed in the person's eyes in order to receive reinforcement. Data was collected immediately after training, one hour after training, and in the natural environment. The tablet application was not effective at increasing eye contact for any of the three participants. Once the tablet application was shown to be ineffective, the researcher used differential reinforcement to increase eye contact. All three participants showed an increase in eye contact once the differential reinforcement training was implemented.

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Syftet med denna uppsats är att göra en kvalitativ och komparativ studie genom att närläsa några appar på ett givet tema. Detta har jag gjort med stöd av bilderboksforskning. Jag har valt att se närmare på ABC-appar utifrån att de är designade med en pedagogisk intention.Jag visar genom studien, på ett av många sätt, att se på och förhålla sig till appar. Utifrån ett sociokulturellt perspektiv belyser jag det estetiska begreppet smak, vilket jag ser som en betydelsefull fond till min studie, eftersom jag anser att smak påverkar förväntningen och därmed upplevelsen. Min strävan är att hålla ett kritiskt barnperspektiv, det vill säga att genomlysa de föreställningar om barndom som tas för giv, eftersom barn är en målgrupp för kommersiella intressen.

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