Date of Award


Document Type


Degree Name

Education (Ph.D)


Administrative and Instructional Leadership

First Advisor

Erin M Fahle

Second Advisor

Seokhee Cho


This study sought to determine how iPads were used for instruction in the secondary schools of a suburban school district as well as determine if a relationship existed between teacher beliefs about technology and the potential level of transformative integration of the devices in classroom instruction. The Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) models comprised the theoretical framework for this study to facilitate discussion about the level of instructional transformation that resulted from the use of iPad technology.

This study utilized the Technology Uses and Perceptions Survey (TUPS) and Technology Integration Matrix Reflection (TIM-R) tool from the Florida Center for Instructional Technology. Descriptive statistics were used to show the variety of instructional modes for which iPads were being used (as measured by the TUPS). Correlational analyses determined that positive a relationship existed between teacher perceptions about technology (as measured by the TUPS) and the use of iPads in the classroom. However, no significant relationship existed between these perceptions and the potential level of transformative technology integration in the classroom.

The findings of this study will contribute to the body of research on the integration of instructional technology (specifically one-to-one computing devices) in the classroom and help inform the technology program and professional development of the sample district.