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