摘要：This study used a qualitative paradigm to discover what types of training teachers have received that resulted in successful use of iPads and what factors affect their decisions to use iPads in their classrooms. Data for this study were 21 interviews with 21 in-service teachers. The findings showed that the majority of teachers did not have any formal iPad training. All reported they had to resort to different sources such as self-learning and colleagues’ support to learn about how to integrate iPads and useful apps into their teaching. There are many factors affecting their use of iPads in their classrooms. The study concluded with discussions and implications for school administrators and teachers.
关键词：iPad; technology integration; in-service teacher training
