Does use of touch screen computer technology improve classroom engagement in children?

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting

Impact of ICT Based Education on the Information Society

In the last ten years the continuous growth of internet penetration and the wider palette for spreading ICT tools have changed the availability and quantity of information, communications methods and the learning processes. ICT tools are already extensively used in education and we have reached the turning point when, after the era of PCs and laptops, e-learning based on internet connected tablet PCs is here. This educational model, developed on a radically new basis, poses a number of questions and is going to affect social processes at macroeconomic levels. We analysed the possible future impacts of widespread ICT tools in education by applying the Futures Wheel method. This method gives a base for scenario building. Of the possible impacts of ICT tools, we highlighted two: the aspect of physical, mental and social existence and that of knowledge-searching and sharing. On these grounds, we drew up four scenarios: 1. Healthy, knowledge based net-society, 2. Antisocial impersonal knowledge-society, 3. Lonely ill rebels, 4. Limited information-society

The Use of Tablet PCs in Previously Disadvantaged Secondary Schools in South Africa During the Covid-19 Pandemic

The South African Department of Basic Education (DBE) has considered the introduction of Tablet PCs an important aspect of improving the quality of education in South Africa. The Covid-19 pandemic has hastened the introduction of Tablet PCs due to the increased need for distance and online learning. Educators are often unwilling to accept and use Tablet PCs for teaching and learning because they do not have the necessary skills to integrate Tablet PCs into their pedagogical practices. This paper discusses the practical implications of the introduction of Tablet PCs into previously disadvantaged schools in South Africa specifically during the Covid-19 pandemic. To provide guidance to the DBE, principals, and educators to promote the effective use and acceptance of Tablet PCs by educators for classroom and distance learning

Teachers' perceptions of one-to-one computing effect on learning environment in Qatari secondary schools

The purpose of this study is to examine the effect of one-to-one computing on the learning environment based upon teachers’ perceptions in Qatari secondary schools implementing the E-Schoolbag project (phase one and phase two). A questionnaire was employed to collect all teachers’ responses from ten secondary schools utilizing Tablet PC in the one-to-one computing initiative. The questionnaire assessed teachers’ perceptions about one-to-one computing in terms of: (a) student use, (b) perception of impact, (c) advantages of one-to-one computing, (d) support, (e) and classroom management issues. Teachers were found relatively positive toward the one-to-one computing initiative. Inferential analysis found no statistically significant difference for gender and years of experience in terms of perceived advantages and impact of one-to-one computing

Gender differences in the ICT profile of University students : a quantitative analysis

This study responds to a call for research on how gender differences emerge in young generations of computer users. A large-scale survey involving 1138 university students in Flanders (Belgium) was conducted to examine the relationship between gender, computer access, attitudes, and uses in both learning and everyday activities of university students. The results show that women have a less positive attitude towards computers in general. However, their attitude towards computers for educational purposes does not differ from men’s. In the same way, being female is negatively related to computer use for leisure activities, but no relationship was found between gender and study-related computer use. Based on the results, it could be argued that computer attitudes are context-dependent constructs and that when dealing with gender differences, it is essential to take into account the context-specific nature of computer attitudes and uses

Tablet use in schools: A critical review of the evidence for learning outcomes

The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The Systematic Review methodology was used and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesise how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, make it difficult to draw firm conclusions. The generalisability of evidence is limited and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.We gratefully acknowledge a donation from ARM Holdings Ltd. that partially supported this literature review.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1111/jcal.1212

Educational inclusion and new technologies

The development of new technologies creates affordances with the potential to remove barriers to learning faced by young people. New technologies have therefore been seen as both a panacea for problems in developing inclusive education, and as a way of allowing a diverse range of learners to access and engage with the curriculum in its broadest sense. This chapter critically considers these views by drawing on a range of selected research. This research uses different methodologies and educational contexts to sample different levels of use, and different aspects of new technology. The case studies included here illustrate particular issues in developing and using technology. The cases studies cover: using Tablet PCs in schools, and developing educational robotics as an inclusive curriculum activity, developing pedagogic practice with morphing software and interactive software designed for dyslexic learners and Schome Park, an interactive virtual environment. The chapter considers how technology is used in these cases and the degree to which is has supported, educational inclusion. This offers an insight into innovative educational practice and research and supports an analysis of the factors which influence the impact of potentially inclusive technolog

Expectations, Realizations, and Approval of Tablet Computers in an Educational Setting

This is the accepted and refereed manuscript to the articleThe introduction of new technologies in classrooms is often thought to offer great potential for advancing learning. In this article, we investigate the relationship between such expectations and the post-implementation evaluation of a new technology in an educational setting. Building on psychological research, we argue that i) high expectations (ex ante) can undermine the approval ratings of new technologies (ex post); and ii) individuals’ post-implementation evaluations are more likely to exceed their expectations when they can exert power over the introduction of a new technology. We test these predictions on a sample of 750 respondents from primary and secondary schools in Flanders with and without tablet computers. Our findings are supportive of both theoretical predictions.2. Forfatterversjo

Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review

[EN] The availability of technologies for supporting personal, productivity, communications, and business tasks is ubiquitous and expected. Educational systems have a significant responsibility to ensure future generations are skilled to assume job duties involving the pervasive use of digital assets. Schools and higher education institutions, being at the epicenter of preparing the workforce for the adoption of technologies for learning and productivity, are increasingly making significant investments to develop digital skills among students. Given the increased adoption of technologies for instruction in U.S. classrooms, the digital divide as a concept may be shifting from lack of access, to a deeper context referred to understanding how to purposefully utilize technology to develop literacy, support academic growth, conduct research, and enhance productivity. There is evidence of significant skill gaps between students coming from high versus low socio-economic households, therefore, it is imperative to prioritize investments in technologies for learning and robust digital pedagogy practices in schools serving low socio-economic status students. This paper provides an updated definition of the digital divide and the importance of providing effective technology-based pedagogy to students from poverty to prevent skill gaps from becoming a competitive disadvantage as they strive to be successful in college and careers.Orta, N. (2019). Becoming College and Career Ready: Combating The New Digital Divide – A Literature Review. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 323-330. https://doi.org/10.4995/HEAD19.2019.8978OCS32333