Shenandoah University has provided a 2:1 technology model since 2014. Anecdotal evidence suggests the iPad was underutilized. End of semester comparisons of user engagement with the iPad Pro 9.7 + Apple Pencil found significantly higher engagement in 2016 (p<0.05) to previous years, and previous iPad models in the same semester.
On January 27, 2010 Apple introduced the iPad. When released on April 3rd, 2019, the iPad became one of the electronic devices in the fastest selling tablet device in history and continues to be the most popular tablet in the United States and globally (Bouchard, 2016). Since its introduction numerous studies have demonstrated the positive impact of using the iPad in a variety of educational settings. The iPad has been found to be highly motivating for students of all ages (Falloon, 2013; Burden et al., 2012; Manuguerra and Petocz, 2011; and Saine, 2012) and has developed beyond initial functions as an eBook reader, also demonstrating its capacity to consolidate or aggregate information (Ansk & Milinoski, 2011). The iPad was found to strongly engage and potentially enhance students’ learning experience (Brand et al, 2011; Diemer, Fernandez & Streepey, 2012; Fontelo, Faustorilla, Gavino & Marcelo, 2012; Perez et al, 2011). Nguyen, Barton & Nguyen’s (2015) systematic literature review of peer-reviewed publications found that uses of the iPad have coalesced around academic functions such as accessing course resources and library databases, note-taking, communicating, presenting content and taking online assessments. Many of the original affordances of the iPad over laptop computers, such as being smaller, lighter and easier to carry, and the capacity to store ebooks (Gabarre, 2014) have accrued to smartphones. This study examines the trajectory of user engagement of the iPad, including the impact of the introducation of the Apple Pencil.