Leveraging the 1:1 iPad approach for enhanced learning in the classroom

Retalis, Symeon; Paraskeva, Fotini; Alexiou, Aikaterini; Litou, Zoi I.; Sbrini, Theofili; Limperaki, Youla

doi:10.1080/09523987.2018.1512463

Cited by 7 publications

(7 citation statements)

References 26 publications

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“…These findings reinforce the importance of involving students in decisions about how and when devices should be used in schools. This observation is in accordance with Ott, Magnusson, Weilenmann and Hård af Segerstad (2018), which stresses the importance that Swedish schools place on providing clear guidance and a well-defined structure for students' use of technology, see also Retalis et al (2018) and Kontkanen et al (2017).…”

Section: Introductionsupporting

confidence: 80%

“…Despite the planning and support, the introduction of these devices in schools has resulted in numerous debates about how students can achieve a balanced approach to using their device at school, thus resulting in a healthy classroom environment that would be conducive to their optimal learning productivity, see McCoy (2013;, Retalis et al, (2018), Kirkpatrick et al (2018), Langford, Narayan, and Von Glahn (2016); Howlett and Waemusa, (2019) and Fabian, Topping, and Barron (2018). These concerns led to the leadership of the school to plan the introduction of a DFLB programme in August 2017.…”

Section: Methodsmentioning

confidence: 99%

“…The use of computer technologies in schools has become widely established for the last 20 years, for a recent review see Sung, Chang and Liu (2016) and Kumar and Chand (2019). Most recently, the development of powerful mobile devices and fast Internet connection has resulted in what some describe as a revolution in teaching and learning (Carvalho and Ferreira, 2018;Erbes, Lesky, & Myers, 2016;Geer, White, Zeegers, Au, & Barnes, 2017;Kumar and Chand, 2018;Luo and Murray, 2018;Retalis et al, 2018;Sung, Chang, & Liu, 2016;Young, 2016). This revolution is a reference to the way in which personal technology is being integrated into schools.…”

Section: Literature Reviewmentioning

confidence: 99%

“…We can be more confident, then, in asserting that the implementation of the DFLB programme resulted in differences between groups with regard to the effect on the opinions of each respondent group. Table 6 shows that teachers and students identified the importance of the iPad as a tool for doing their school work (Erbes, Lesky, & Myers, 2016;Howlett and Waemusa, 2019;Retalis et al, 2018) whilst parents and guardians identified the iPad as a device used mainly to play games and watch videos and for social media. This result indicates the parental misconception that the device is only used for social or leisure pursuits.…”

Section: Importance Of Device Activitiesmentioning

confidence: 99%

See 3 more Smart Citations

A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.

Andreadis¹,

Watts²

2022

European Journal of Open, Distance and E-Learning

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Since the introduction of a Bring Your Own iPad scheme in the Middle Years section of a large International School, concerns have been raised from school community members regarding students’ overuse of their devices, especially during lunch breaks. Hence, the device free lunch break (DFLB) programme was introduced with the aim of reinforcing existing guidance for students about achieving and maintaining a balanced approach to their use of devices. The DFLB programme was planned based on market research strategies and included all the school community members including students, parents/guardians and staff. The findings from statistical analysis of the data showed significant similarities between staff and parents/guardians’ perceptions of student device use in terms of the student overuse of electronic devices. However, analysis showed that the opinions of parent/guardians and staff contrasted those expressed by students. The data also showed evidence that the introduction of the DFLB programme resulted in increased student recognition of the importance of making face-to-face social contacts with their classmates during their lunch break.

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Section: Introductionsupporting

confidence: 80%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Importance Of Device Activitiesmentioning

confidence: 99%

See 2 more Smart Citations

A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.

Andreadis¹,

Watts²

2022

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

show abstract

“…They found there were mixed effects of technology on students' classroom engagement and recommend that future research focus not solely on the impact on student achievement, but rather on the holistic picture of 1:1 programs that are planned, designed, implemented, evaluated and promoted in effective, engaging and efficient ways (p. 140). A recent study of 1:1 iPad integration (Retalis et al, 2018) acknowledges that mobile technologies are firmly integrated into the lives of both students and teachers. Their mixed‐method study concluded that using iPads in the classroom positively influenced students as a tool to both organize and understand their learning.…”

Section: Introductionmentioning

confidence: 99%

Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers

Torrington

Bower

2021

Computer Assisted Learning

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Despite the proliferation of multimedia devices in elementary classrooms, there is limited research examining teacher‐created video instruction, particularly regarding its effect on academic growth and engagement. This study investigated the effect of teacher‐created computer‐based video instruction (CBVI) using iPads on students' academic, behavioural and affective learning in elementary classrooms. The study used a repeated‐measures design with counterbalancing to measure the effects of CBVI during mathematics lessons on student achievement scores, time on‐task and attitudes towards learning. Three year three classes (n = 49) completed three lessons, each using a different mode of instruction: CBVI created by the class teacher, CBVI created by a stranger, and a traditional live lesson delivered by the class teacher. Results were analysed using a Linear Mixed Model. No significant growth in performance was detected during video instruction, however a significant growth result was achieved for the traditional live teaching mode (p < 0.001), possibly attributable to the longer duration of experimental session. Behavioural engagement was considerably higher during CBVI lessons than live lessons and students preferred their teacher's voice during CBVI. Three teachers were interviewed to examine how CBVI affected teaching and learning, with two main themes emerging: (1) positive impacts of CBVI upon students; and (2) positive impacts on teacher wellbeing. This research indicates benefits for students and teachers when using teacher‐created CBVI. Further research is needed to better understand the factors that influence cognitive development of students using CBVI and to also further explore the effect of CBVI on teacher wellbeing.

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Developing Numeracy Skills Using Technology-Enhanced Learning Activities in Fiji

Totaram

Raghuwaiya

Chief

et al. 2020

Leadership, Community Partnerships and Schools in the Pacific Islands

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Leveraging the 1:1 iPad approach for enhanced learning in the classroom

Cited by 7 publications

References 26 publications

A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.

A Device Free Lunch Break program: An experiment to promote a balanced used of electronic devices in Middle Secondary International schools.

Teacher‐created video instruction in the elementary classroom—Its impact on students and teachers

Developing Numeracy Skills Using Technology-Enhanced Learning Activities in Fiji

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