Presenting with an iPad

iPads in the foreign language classroom: A learner’s perspective

“…This could be explained by the fact that at the time of the research Messages and Face Time exclusively connected iOS (Apple's mobile devices operating system) users over WIFI. Garner (2011) and Meurant (2010) underlined the usefulness of including theses communications tools for a dynamic pedagogy.…”

“…She then showed the applications that she had downloaded to lean French. Evans (2008), Garner (2011), Godwin and Jones (2012) as well as Meurant (2010) described how numerous applications could be used to foster foreign language learning such as dictionaries, vocabulary building lessons and podcasts. She seemed to find whatever she needed or fancied for free which confirmed her statement that she would never pay for applications.…”

“…This is also consistent with Murray's (2010) experiences who technologically engaged their students by setting up a help desk managed by the learners themselves as well as with Chen's (2013) and Lys'(2013) learner-created technological reviews. For educators, the fact that the iPad can be connected to a projector using a VGA adaptor is appealing as the learners' will be able to easily share their productions with their classmates (Garner 2011, Melhuish & Falloon 2010.…”

“…Tablet computers have been found to encourage multiple learning strategies (Alvarez, et al 2011, Evans 2008 by providing a variety of media and tools (Domakani, Roohani & Akbari 2012, Garner 2011, Lan, Sung & Chang 2007, Manuguerra & Petocz 2011. Audiovisual content was also described as promoting student-centred learning by Kim and Kim (2012) and Yang & Xie (2013).…”

“…Tablet computers cater to mobile and versatile learning by providing educators with various working configurations and by enabling learners to perform a wide variety of tasks. The availability of rich media and resources increases the learners' engagement and autonomy (Alvarez, et al 2011, Domakani, et al 2012, Garner 2011. These devices also require minimal technical knowhow compared to sophisticated multimedia computer laboratories thus reducing the risk of technical inhibitions from lecturers and learners (Ghavifekr, Sufean Hussin & Muhammad Faizal A. Ghani 2011, Meurant 2010.…”