Learning Computer Hardware by Doing: Are Tablets Better Than Desktops?

Abstract

In this world of rapidly evolving technologies, educational institutions often struggle to keep up with change. Change often requires a state of readiness at both the micro and macro levels. This paper looks at a tertiary institution that undertook a significant technology change initiative by introducing tablet based components for teaching a hardware course across nine campuses in the United Arab Emirates (UAE) using a Learning By Doing (LBD) philosophy. This paper adopts a readiness for change model (RFC) as a method of evaluating the results from a case study that captured the readiness perceptions of both students and faculty. A survey revealed that, while faculty thought that introducing tablets was a good idea and that there was a high level of RFC, they also thought that the students would learn more about hardware from desktop kits. The students' responses also indicates a high level of RFC with many describing tablets as easier to work on yet they were divided about which technology was better for learning hardware concepts. In this context a high level of readiness for change, while supported by LBD, did not necessarily equate to improved learning and effective change.

Mixed Methods Study: Integrating Mobile Games in Teaching English Vocabulary in Formal Saudi Education

“…A fundamental concern in integrating technology is which type of technology is appropriate for efficient interaction in classrooms (Zhao et al, 2002). Adopting new and smaller devices than personal computers, like mobiles, is becoming critical to learning environments (Raven, Qalawee and Atroshi, 2016). Today, with the great number of people using mobile phones (Ally, 2007;Rego, 2015), it is reasonable to integrate mobiles into most of our daily activities, including learning.…”