How Tablets Are Utilized in the Classroom

Ditzler, C.; Hong, Eunsook; Strudler, Neal

doi:10.1080/15391523.2016.1172444

Cited by 59 publications

(47 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Within the high school context, teachers have used social media tools, such as Twitter, to extend classroom discussions outside of the bounds of classroom seat time (McWilliams, Hickey, Hines, Conner, & Bishop, ). The use of technology extends to elementary schools where teachers have added the use of tablets to keep their students engaged through electronic activities augmenting the formal curriculum (Ditzler, Hong, & Strudler, ). Technology is affecting and shifting pedagogical practice across all educational levels, yet traditional paradigms remain dominant (Bowen, ).…”

Section: The Impact Of Technology On Leadership Educationmentioning

confidence: 99%

Remixing Leadership Practices with Emerging Technologies

Cabellon

Brown²

2017

New Drctns Student Lead

View full text Add to dashboard Cite

show abstract

Section: The Impact Of Technology On Leadership Educationmentioning

confidence: 99%

Remixing Leadership Practices with Emerging Technologies

Cabellon

Brown²

2017

New Drctns Student Lead

View full text Add to dashboard Cite

show abstract

“…Thus, instructional activities using one-to-one tablets have been designed for more interactive, student-focused instruction than the traditional method of classroom instruction [8]. Recently, we have observed a technology-based transformation in the way teachers teach and students learn in schools; for example, students are receiving personalized support focused on their interests and needs, teachers are supporting individual students in class, advanced learning tools such as simulations and personalized practices are available, and classroom activities may be led by external experts or other students [6,9,10].…”

Section: Introductionmentioning

confidence: 99%

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning

2019

View full text Add to dashboard Cite

We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.

show abstract

“…These situations call for an exploration about how faculty members should utilize technology to obtain maximum pedagogical benefits (Amirault, 2012;Deubel, 2007) and what technologies should be used for teaching and learning (U.S. Department of Education Office of Educational Technology, 2010 as cited in Ditzler, Hong, & Strudler, 2016) to promote language learning in courses so that students meet their learning expectations (Wilsey & Keengwe, 2012). In essence, some factors ensure the success of technological implementation in teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Mali

Timotius

2018

IJE

View full text Add to dashboard Cite

This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

show abstract

How Tablets Are Utilized in the Classroom

Cited by 59 publications

References 22 publications

Remixing Leadership Practices with Emerging Technologies

Remixing Leadership Practices with Emerging Technologies

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Contact Info

Product

Resources

About