Online education with Internet technology has been used extensively in post‐secondary education, but it is relatively new in schools. It has considerable potential for enhancing teaching/learning in both traditional schools and home‐schooling. Describes research conducted in Alberta where online education in schools is more common than in any other Canadian province. Semi‐structured interviews were held with 13 teachers from four online schools. Although they reported increased workloads and stress associated with added responsibilities for authoring online courses, providing technological support, and enhancing their technological skills, the teachers perceived many benefits of online education. However, improvements in the scope and reliability of technology and better access to digital educational content are required to realize the full potential of online education in schools. The information presented has relevance to school systems in many countries. It also relates to the rapidly evolving role of technology in education for all ages.

Purpose -This study aims to examine the experience of 31 university students who were issued tablet PCs for their use during an academic year. The primary research problem which drove this project revolved around the student perceptions of the benefits of technology to provide opportunities to restructure their learning experiences. Design/methodology/approach -The students were surveyed twice during the year and they were invited to participate in either individual interviews or a series of focus groups. A number of lectures were also visited and observed. The survey results provided quantitative data regarding student usage of the technology. The interviews, focus groups and observed classes provided data around the reasons why the students used the technology in the ways they did. Findings -Little evidence was found to support a contention that meaningful learning with technology had occurred and, in spite of their comfort and familiarity with the technology, there is no evidence of changing attitudes with respect to meaningful learning on the part of the students surveyed in this study. Research limitations/implications -A major application of this should be directed towards similar studies focused on combining the redefinition usage potential of new touch interface-driven devices, such as the iPad, with a new pedagogical approaches to support learners to use the technology as cognitive tools. Originality/value -It is important to note that the introduction of a new technology, even if it makes a wide variety of affordances available for use, cannot by itself, instigate redefinition of learning tasks to allow for meaningful learning to occur.

Medical ethical analysis remains dominated by the principlist account first proposed by Beauchamp and Childress. This paper argues that the principlist model is unreflective of how ethical decisions are taken in clinical practice. Two kinds of medical ethical decisions are distinguished: biosocial ethics and clinical ethics. It is argued that principlism is an inappropriate model for clinical ethics as it is neither sufficiently action-guiding nor does it emphasise the professional integrity of the clinician. An alternative model is proposed for decision making in the realm of clinical ethics.

This article describes instructor use of tablet computers for personal use, research activities and teaching practices within the Faculties of Science and Engineering at UOIT. The benefits of tablet use were evaluated on the basis of types of usage, personal and professional productivity and the “richness” of the overall computing experience. Major findings include the enhanced ubiquity of computer use by faculty as a result of increased mobility, and the modification of pedagogical practices before, during and after lectures. The article also reports on faculty speculation regarding the effects of tablet use by students as well as suggestions for improving tablet computer design. The article concludes with a number of recommendations for the expanded use of tablet computers within higher education settings. Résumé : Le présent article décrit l’utilisation par l’instructeur d’ordinateurs tablettes à des fins personnelles, pour des activités de recherche et la pratique de l’enseignement au sein des facultés de sciences et génie de l’UOIT. On a évalué les avantages de l’utilisation de la tablette en fonction des types d’utilisation, de la productivité personnelle et professionnelle et de la « richesse » de l’ensemble de l’expérience de traitement. Parmi les conclusions importantes, on trouve l’ubiquité améliorée de l’utilisation de l’ordinateur par la faculté en raison de la mobilité accrue et de la modification des pratiques pédagogiques avant, pendant et après les cours. Le présent article traite aussi des suppositions du corps professoral quant aux effets de l’utilisation des ordinateurs tablettes par les étudiants et de suggestions visant l’amélioration de la conception de ces ordinateurs. L’article termine sur des recommandations pour une utilisation accrue des ordinateurs tablettes en enseignement supérieur.

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