With a need to decrease disparity and support at-risk students that were not meeting grade level benchmarks for math, a team of elementary teachers and university faculty created a mobile-assisted instructional design strategy for home tutoring with iPads for elementary students. The new model used evidence-based research from indirect instructional design strategies of computer-assisted instruction and two additional instructional strategies to supply independent direct instruction: drill and practice and experiential learning through gaming. Current data analysis from 'iPads Go Home' indicates a connection between improved learning outcomes and iPad application use, while decreasing issues of disparity for at-risk students.
