Abstract
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 for one-to-one learning. Based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) pedagogical framework and International Society for Technology in Education (ISTE) technology standards, this mixed-methods research examined what teachers did in the classrooms and what students expected from learning with iPads in a large diverse urban school district in Midwest USA. The results show that the majority of the instructional activities are at the levels of Substitution and Augmentation that focus on information search, worksheet practice, and online textbook reading. Student perceptions showed strong expectations of utilizing iPads for tasks that involved communication, collaboration, creativity, and critical thinking. Multiple factors that contributed to the mismatched instructional patterns and student expectations are highlighted in the study.