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Students who serve as Learning Assistants (LAs) and have the opportunity toteach the content they are learning, while also studying effective teachingpedagogy, have demonstrated achievement gains in advanced content courses andpositive shifts in attitudes about learning science [V. Otero, S. Pollock & N.Finkelstein, Amer J Physics 78, 11 (2010)]. Although the LA experience is alsovaluable for high school students, the tight schedule and credit requirementsof advanced high school students limit opportunities for implementingtraditional LA programs at the high school level. In order to provide highschool physics students with an LA-like experience, iPads were used as toolsfor students to synthesize screencast video tutorials for students to access,review and evaluate. The iPads were utilized in a one-to-one tablet-to-studentenvironment throughout the course of an entire school year. This researchinvestigates the impact of a one-to-one iPad environment and the use of iPadsto create teaching-to-learn (TtL) experiences on student agency and attitudestoward learning science. Project funded by NSF grant # DUE 934921.

Teaching to Learn: iPads as Tools for Transforming Physics Student Roles