The Role of iPads in Constructing Collaborative Learning Spaces

Fisher, Brian; Lucas, Timothy A.; Galstyan, Araksi

doi:10.1007/s10758-013-9207-z

Cited by 43 publications

(28 citation statements)

References 16 publications

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“…These findings are also confirmed by other researchers (Fisher, Lucas and Galstyan, 2013;Burden, Hopkins, Male, Martin and Trale, 2012;Hultin and Westman 2013;Beckman, Bennett and Lockyer, 2014) who show that pupils use technology far more often after receiving a personal digital tool than when they have had to stick to the school classroom or computer lab. Teachers did the same when they were also able to use a range of different technologies to present teaching content, such as different tablet apps or a smart board.…”

Section: Literature Reviewsupporting

confidence: 82%

Use of tablets in primary and secondary school - a case study

Kongsgården¹,

Krumsvik²

2016

NJDL

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Norwegian schools are increasingly implementing tablets in school and there seems to be a need for more research within this area to examine how this implementation affects pupils' learning processes. This article focuses on the use of tablets in pupils' learning and the extent to which pupils become more involved in the planning, implementation and assessment of their learning. We used a qualitative research approach and case study to investigate six classes at three different schools: four classes in one primary school and one class each in two secondary schools. Our sample included 134 pupils and 14 teachers. Fieldwork involving observations, interviews and surveys (quasi statistics) was carried out to examine the research questions. The case study shows that tablets play a certain role in pupils' learning processes, especially in the achievement of learning goals and access to the Internet. However, there is a clear diversity in how the pupils use the tablets in their learning processes, in particular a difference between primary and secondary school. The practical implications of the study indicates that the challenges lie in changing teachers' practice by implementing a digital didactic method that provides the teacher with a greater understanding of, and better opportunity for, interaction with pupils during the learning process.

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Section: Literature Reviewsupporting

confidence: 82%

Use of tablets in primary and secondary school - a case study

Kongsgården¹,

Krumsvik²

2016

NJDL

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“…For example, tablet sales to educational institutions doubled from 2011 to 2012 (Brustein, 2013). Results from pilot studies suggest that mobile technology integration succeeds in creating an environment that is less teacher centered and more student centered and collaborative (Looi et al, 2010;Sheng et al, 2010;Hahn and Bussell, 2012;Wakefield, 2012;Fisher et al, 2013;Toh et al, 2013;Hwang and Wu, 2014). Institutions of higher education are slowly, but surely following suit (Hargis et al, 2014;Ferdousi and Bari, 2015).…”

Section: Introductionmentioning

confidence: 99%

Dose‐ and time‐dependent benefits of iPad technology in an undergraduate human anatomy course

Raney

2015

Anatomical Sciences Ed

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This study examined the impact of iPad integration on performance in an undergraduate gross anatomy course. Two out of six course sections were assigned to one of the following conditions: control (no iPad, n = 61); limited access (laboratory iPads, n = 58); and unlimited access (personal iPads, n = 47). Student knowledge was assessed over time during the semester with two practical examinations in laboratory and four multiple choice/essay examinations in lecture. The same PowerPoint presentations and examinations were utilized for all conditions. Mixed ANOVA analysis identified an interaction effect between time and condition for both laboratory (F2,153 = 16.12; P < 0.05) and lecture (F6,462 = 5.47; P < 0.05) performance. Between laboratory examinations, student performance was lower by 4.2% and higher by 3.0% in control and unlimited access conditions, respectively. Unlimited access students scored higher than control and limited access (82.8 ± 2.2 vs 71.5 ± 2.6 and 74.3 ± 1.7%; P < 0.05) and higher than control students (78.7 ± 2.1 vs 70.6 ± 2.0%; P < 0.05) on the third and fourth lecture examination, respectively. Postsemester surveys completed by experimental students (89.5% response rate) indicated that a greater percentage of unlimited vs limited access students agreed that laboratory (84.8 vs 56.3%, P < 0.05) and lecture (58.7 vs 14.6%, P < 0.05) performance was enhanced with the iPad. Results suggest that if students are given the opportunity to overcome the technology learning curve, tablet devices and relevant applications can be useful tools in human anatomy courses. Anat Sci Educ 9: 367-377. © 2015 American Association of Anatomists.

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“…Bannon, Martin and Nunes-Bufford (2012) stated that after the 2010 release of iPad, schools began to implement this mobile device into classrooms based on the potential impact on student learning. It offers long battery life, short learning curve to use the device, and functionality that allows for learning to extend beyond the classroom (Bannon, Martin and Nunes-Bufford, 2012), plus ease of use and mobility (Fisher, Lucas and Galstyan, 2013).…”

Section: Ipads In Mathematics Educationmentioning

confidence: 99%

“…With its ease of use and mobility (Fisher, Lucas and Galstyan, 2013), the iPad has significant potential to improve individuals' learning outcomes through the use of specific apps that are aligned to the curriculum goals and standards (Powell, 2014). Participants found the Hands-On Equations app, using manipulatives to represent algebra equations, teaches students to transition from concrete to abstract thinking (Kitchen et al, 2007).…”

Section: Research Question 1: What Are Middle School Mathematics Teacmentioning

confidence: 99%

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

Juhan

Halkias

2017

IJTEL

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This study fills a gap in the research on students' classroom experiences with specific iPad apps such as the Hands-On Equations app to better understand its value as a teaching tool within a mathematics curriculum. To achieve this, a narrative inquiry approach was employed to examine middle school mathematics teachers' stories of student learning experiences with mobile technology through use of the iPad app Hands-On Equations. The study's results and conclusions support prior research on the potential for mobile technologies to introduce potential new ways of learning mathematics and motivating students to learn mathematics.

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The Role of iPads in Constructing Collaborative Learning Spaces

Cited by 43 publications

References 16 publications

Use of tablets in primary and secondary school - a case study

Use of tablets in primary and secondary school - a case study

Dose‐ and time‐dependent benefits of iPad technology in an undergraduate human anatomy course

Middle school mathematics teachers' experiences with student learning using the hands-on equations iPad application: a narrative inquiry

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