Tablets for Teaching and Learning : A Systematic Review and Meta-Analysis

Tablets and smart mobile devices are the most recent addition to the long list of technological innovations believed to support and enhance the teaching process and learning process. This review aimed at going beyond the general hype around tablets and smart mobile devices to investigate the evidence supporting their use in educational contexts. To achieve this purpose, a systematic review of quantitative and qualitative research studies published since 2010 was completed. A rigorous review process resulted in the inclusion of 27 quantitative studies that were subjected to a full-scale meta-analytic procedure, and 41 qualitative research studies that were reviewed for substantive study characteristics. A significant average effect size was found for studies comparing tablet use contexts with no tablet use contexts (g+ = 0.23, k = 28). For studies comparing two different uses of tablets by students, the average effect size (g+ = 0.68, k = 12) showed a significant favouring of more student-centred pedagogical use of technology. Although not statistically tested, the findings also indicate that higher effect sizes are achieved when the devices are used with a student-centred approach rather than within teacher-led environments. Similarly, the qualitative literature review revealed that tablets and smart mobile devices are garnering positive perceptions within educational contexts, with the strongest support showing for the technologies’ effectiveness in particular tasks and when used within more student-active contexts. Finally, the review provides an overview of the Turkish Fatih Project as a case study and highlights the lessons learned

iPads for STEM Teachers: A Case Study on Perceived Usefulness, Perceived Proficiency, Intention to Adopt,and Integration in K-12 Instruction

With the rapidly growing popularity of mobile learning and the trend for Bring Your Own Device (BYOD) in the United States, there is an emergent need for up-to-date training on the use of mobile technologies for K-12 STEM teachers. This article will discuss the implementation of and results from an exploratory case study conducted within a summer professional development focused on cultivating teacher readiness for mobile learning on iPads in the STEM fields

Teachers learning to use the iPad in Scotland and Wales: a new model of professional development

In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom

Level up learning: a national survey on teaching with digital games

Digital games have the potential to transform K-12 education as we know it. But what has been the real experience among teachers who use games in the classroom? In 2013, the Games and Learning Publishing Council conducted a national survey among nearly 700 K-8 teachers. The report reveals key findings from the survey, and looks at how often and why teachers use games in the classroom, as well as issues they encounter in their efforts to implement digital games into their practice

Tablet Usage in Secondary Mathematics Education and Recommendations for Improving Its Effectiveness in the Classroom

As part of my honor\u27s thesis project at Assumption College, I have been researching the ways that teachers are currently using tablets in their secondary mathematics classrooms. My thesis compares the benefits and drawbacks of having tablets in classrooms, tablets for every student, or no tablets at all. In the spring, I collected survey feedback from mathematics teachers in four different local school districts. I analyzed the data in order to determine the ways tablets are being used in classrooms, the reasons preventing teachers from fully integrating tablets into their instruction, the impacts training has had on tablet use, and what can be changed in order to make teachers more comfortable with integrating tablet technology. Teachers\u27 main problems were lack of resources, lack of preparation time, and lack of training. This thesis provides evidence that enforces the idea that with proper training, the other obstacles that keep teachers from integrating tablets dissipate and allow for teachers to effectively use tablets as a supplemental tool that increases adaptability, efficiency and engagement and enhance learning in the classroom as a whole

Effects of Dysgraphia on Teachers\u27 Perceptions of A Student\u27s Capabilities, Intelligence, and School Performance

The focus of this study will explore how the dysgraphic disability of one child affects teachers\u27 perceptions of that child\u27s capabilities, intelligence, and performance of daily tasks associated with school and schoolwork. The child will use the Tablet PC\u27s handwriting recognition technology to determine if the assistive technology tool improves the child\u27s school performance and his ability to produce legible notes and papers. Worksheets were downloaded into the Tablet PC prior to use in school so that the child could complete all classroom work on the Tablet PC. [This student benefited from being able to tum hand written notes into text. This students\u27 handwriting improved as a result of computer-aided practice. The use of the Tablet PC by a child with dysgraphia enables the child to be independent of the need of teacher-produced notes or a scribe.] Bracket material needs to be supported by data yet to be collected

Physics Tutors’ Self-Efficacy and Use of Information and Communication Technology (ICT) for Research Activities in the Colleges of Education in Ghana

Background: Self-efficacy in the use of ICT refers to a person’s belief in their ability to succeed in the use of ICT in the teaching, learning and assessment process as well as research purposes. Purpose: The incorporation of ICT into teaching, learning and as-sessment, and for research purposes is a powerful tool that pro-motes the teaching-learning environment in several ways. This study was aimed at investigating Physics Tutors’ self-efficacy (PTSE) level towards ICT integration into teaching, learning, as-sessment and research in the various Colleges of Education (CoE) in Ghana. Methods: A Four-point Likert Scale Questionnaire was used to ob-tain quantitative data from 16 physics tutors sampled from the 16 Science and Mathematics Colleges of Education in Ghana. The data obtained was analyzed based on a number of factors such as historical inclination towards the use of ICT among other things. Results: The findings from the study however reveled that most physics tutors accept and believe that the use of ICT in teaching physics significantly improves on teaching and learning. However, many of the Physics Tutors believe that there isn’t enough support in terms of logistics and training from the various stakeholders such as institutional heads, supervisors and even colleagues in the usage of ICT in teaching and learning physics Conclusions: It is concluded that the overall PTSE towards ICT integration in the CoE is above average (2.6 on a scale of 4)

Tablet technology learning outcomes in elementary education

With the implementation of Common Core Standards in 48 of the 50 United States classroom technology has become increasingly important. As early as first grade students are asked to, “…use a variety of digital tools to produce and publish writing, including in collaboration with peers"(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, pp. CCSS.ELA-Literacy.W.1.6). The use of tablet technology in the classroom meets this need. For the purposes of this research tablet technology will be defined as “A general-purpose computer contained in a single panel. Its distinguishing characteristic is the use of a touch screen as the input device” (The Computer Language Company, 2013). This paper will examine the learning outcomes achieved through using tablet technology in elementary school classrooms. Learning outcomes will be measured through qualitative teacher interviews and quantitative student assessment data. (Author abstract)Rea, J. (2014). Tablet technology learning outcomes in elementary education. Retrieved from http://academicarchive.snhu.ed