How and why academics do and do not use i P ads for academic teaching?

Abstract This paper evaluated how academics, at a mid‐sized UK university, used their i P ads for teaching. The data were gathered using both quantitative and qualitative methods. Eighty‐four academics completed a survey while 22 semi‐structured interviews were conducted. Eleven interviewees reported that they used their i P ads for teaching purposes and the SAMR model was employed to analyse these teaching uses. The other 11 interviewees stated that they did not use their i P ads for teaching purposes and the reasons why these academics were not using their i P ads are also explored in this paper. Formal pedagogical support and students' access to i P ads were considered important by academics in order to use their i P ads effectively for teaching.