and ‘’I saw what I could improve” (Appendix 8) implying that the iPad has helped her become more confident and help her realise she can progress.

After close evaluation of this progress, the AT thought that the use of the iPad in the lesson had a positive effect as the majority of the students developed their gymnastic sequences. The AT noticed that most students thrived and were able to develop their gymnastic sequences and that the quality of the sequences was at a higher level. At the start of the lessons, the student’s sequences were graded at an average of 1. After the evaluation and improvement of their sequence, students were graded at an average of 3 (Appendix 9) based on the school’s key stage assessments as they could now perform showing control and fluency (Appendix 2). This is supported by a comment made from the observing teacher on the observation sheet that ‘’students made progress in their routine due to the iPad” (Appendix 6).

It was certain that the students had efficiently progressed within the lesson, but some issues did arise along the way. The iPad was not beneficial for all students. This is reinforced by answers and actions such as ‘I was bored because I have an iPad’, ‘I felt nervous because people watch you do it’ (Appendix 8) and disparity to this, a student that was excited by the iPad becoming distracted. This proposes to the AT that these students did not get the full benefits of the iPad, but an interesting point arose which was that all three of these students were SEN students; asking the question whether this impacted their ability to access the iPad? Frederick et al, (2006) suggested, special needs and anxiety can cause challenges when using ICT which can be seen in this observation. Due to the lack of experience of the AT, this was a problem unattended to as although the AT had a good understanding of the specific ICT software and the class dimension itself. It was a struggle for them to integrate the iPad to support all students in becoming successful and progressing them holistically