The iPad Learning Experience Study is a collaborative research project led by Reflective Educational Research and Apple Education.
Our goal is to better understand how short-term 1-to-1 iPad experiences can support teaching, learning, and student engagement in K–12 classrooms.
What the iPad Learning Experience Study is about
What participation involves
The research timeline
Our team and contact information
To better understand and support innovative learning environments, Apple Education and Reflective Educational Research select schools to participate in the 2026 iPad Learning Experience Study.
This study brings together schools from eight+ countries to explore how short-term 1-to-1 iPad access and experience may enhance teaching, learning, and student engagement.
Building on decades of academic educational technology research, and led by Dr. Damian Bebell, the iPad Learning Experience Study is an independently conducted, pre/post comparison design research initiative funded by Apple Inc.
The study aims to investigate how a short-term 1-to-1 iPad implementation may influence classroom practices, student engagement, learning behaviors, and educators' attitudes toward educational technology.
Explore how teachers integrate iPad into lessons
Document changes in instructional strategies and classroom practices
Identify ways technology can enhance curriculum delivery
Observe how students participate during the iPad Learning Experience cycle
Explore motivation, organization, collaboration, and learning routines
Identify short-term impacts that may support long-term improvements
Study the types and frequency of technology use in teaching, learning, and practice
Understand the roles of digital tools, accessibility features, and creative apps
Capture how learning spaces and interactions may shift with access to 1-to-1 iPads
Investigate whether the iPad Learning Experience influences teachers' perspectives
Explore students' confidence, comfort, and openness to learning with iPad access
Capture how the short-term experience shapes school-wide readiness for technology
Share a customized report showing each school's results
Offer access to an interactive dashboard for deeper reflection
Help leadership understand what worked well and where support is needed
Help schools make informed choices about technology adoption and implementation
Provide Apple and implementation partners with research-based guidance
Identify practices that can support successful digital learning across countries
Schools will work with local resellers to select class settings for the iPad Learning Experience to participate in the program, while similar age/grade classrooms will be identified to serve as a control group.
The short-term 1-to-1 iPad implementation cycle in selected classrooms will be supported by embedded Apple Learning Specialists, while control settings continue as usual.
In addition, the support team will work with schools to schedule:
15 minutes for all participating teachers and 10 minutes for all participating students to complete an online Pre-iPad survey up to 3 weeks before the iPad cycle begins.
10 minutes for all participating teachers and less than 10 minutes for all participating students to complete an online Post-iPad survey within 1 week after the iPad cycle ends.
Phase 1: Data Collection
Phase 2: Analyses and Reporting
Phase 1: Data Collection
Phase 2: Analyses and Reporting
For over 20 years, Dr. Damian Bebell has helped teachers, leaders, and policymakers leverage research and reflection to more effectively support technology-rich educational settings. As a research professor at Boston College Lynch School of Education and Human Development, Damian has worked with schools across the world to design and conduct research and evaluation studies to inform initiatives and evolve teaching and learning practices. Damian is a frequent speaker and author of numerous articles, book chapters, as well as The School Mission Statement (Routledge Press), showcasing how local vision can illuminate (or limit) efforts to measure success. As the founder of Reflective Educational Research, Damian has worked with thousands of classrooms to democratize access and use of research tools within educational programs and systems. Many of Damian's past publications and previous research studies can be accessed freely on the Past Research page or on Research Gate.
Yimeng Zhou (Jo) is a graduate student in the M.S. Applied Statistics and Psychometrics program at the Lynch School of Edcuation and Human Development at Boston College. Her research interests focus on the integration of artificial intelligence and psychometric models in technology-assisted personalized learning and adaptive testing. She has worked as a research assistant on national projects examining the validity of large-scale English assessments and AI literacy among college educators, with an ongoing commitment to advancing equitable and data-driven assessment practices.