16 SES 03, Learning with Mobile Devices
General Description: Objectives, research questions and theoretical framework
Tablet PCs have the potential to enhance instruction and productivity in the classroom through changing the dynamics of classroom interaction, teaching philosophy and methods and through creating interactive classroom environments. Schools and universities in Europe are keen on using Tablet PCs in their curriculum, and the European educational authorities have shown great interest in this new technology. Current research and evaluation are very limited, and we therefore need to investigate further the potential of Tablet PCs to enhance learning and teaching. We need further information and research about the ways how tablet PCs can be used in meaningful ways in teaching. This paper is based on data which were generated by fieldwork in schools in UK and Finland where tablet PCs are in use.
Our research focused on the use of tablet PCs in teaching and learning at the secondary education level. In this paper we will present our findings from the fieldwork carried out in selected schools from UK and Finland. The following research questions were asked to explore the impact of the use of tablet PCs on learners and teachers in these schools:
RQ1: To what degree and in what ways do teachers use tablet PCs in teaching?
RQ2: In what ways does the use of tablet PCs affect students’ motivation, attitudes and learning processes and outcomes?
RQ3: What are similarities and differences in the use of Tablet PCs between the schools in UK and Finland?
RQ4: What are the future implications of the use of Tablet PCs in UK and Finland?
The world is changing; so the definition of knowledge. The technology and especially the development of Internet has been influenced on the way how learning is seen nowadays; and therefore, teaching and teaching practice should change from traditional teacher-centred to more learner-centred through active participation of learners and interactive learning environment.
Thus, theoretical framework of this study included students’ and teachers’ perceptions in use of tablet PCs,and correlation between tablet PCs integrated lessons and learning achievement, taking the generic and technology enhanced school’s curriculum into consideration.
Tablet PC is the newest technology to implement in learning and education, since its initial release in 2002 it has gradually acceptance as a useful tool for educators and professionals. A limited number of studies and research have shown that the use of tablet teaching is effective tool in the classroom for both students and teachers (Berque, 2006; Anderson et al, 2007). Its use increased motivation, supported shift to more independent and collaborative study, with its use, ICT was much more integrated with other subject teaching, and tablet PCs made other resources available and extended beyond the boundaries of the school, and thus they were likely to have a positive impact on learning outcome.
This study used various theories and models in the adoption of information technology innovations when analysing the data collected during the fieldwork. Unified Theory of Acceptance and Use of Technology (UTAUT) is the one but not only the theory to name. In addition, the technology acceptance model (TAM; Davis et al, 1989); the theory of reasoned action (TRA; Fishbein & Ajzen, 1975); the theory of planned behaviour (TPB; Ajzen, 1991) among the others to be used in this study. The UTAUT theory aims to explain learners’ intentions to use an information system as well as their usage behaviour; and TAM model focuses on learners’ decision about how and when they will accept and use a new technology and emphasises a number of factors influence their decision.
References Ajzen, I. (1991). “The Theory of Planned Behaviour”, Organisational Behaviour and Human Decision Processes, 50, pp.179-211. Anderson, R., Anderson, R., Davis, K. M., Linnell, N., Prince, C., and Razmov, V. (2007). Supporting Active Learning and Example Based Instruction with Classroom Technology, in Proceedings of the 38th SIGCSE Technical Symposium on Computer Science Education (Covington, Kentucky, USA, March 07-11, 2007). SIGCSE '07. ACM, New York, NY, pp.69-73. Berque, D., Bonebright, T., and Whitesell, M. (2004). Using Pen-based Computers Across the Computer Science Curriculum, in Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education (Norfolk, Virginia, USA, March 03 - 07, 2004). SIGCSE '04. ACM, New York, NY, pp. 61-65. Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). “User Acceptance of Computer Technology: A Comparison of Two Theoretical Models”, Management Science, 35(8), pp.982-1003. Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behaviour: An Introduction to Theory and Research, Reading, MA: Addison-Wesley. Reed, R. and Berque, D. (Eds.) (2010). The Impact of Tablet PCs and Pen-based Computing on Education: Going Mainstream, Purdue University Press. Sheehy, K., Kukulska-Hulme, A., Twining, P., Evans, D., Cook, D., Jelfs, A. et al. (2005). Tablet PCs in Schools: Case Study Report for BECTA by the Open University, Coventry, UK: British Educational Communications and Technology Agency. Twinning, P., Evans, D., Cook, D., Ralston, J., Selwood, I., Jones, A., et al. (2005). “Should there be a future for Tablet PCs in schools?”. Journal of Interactive Media in Education, 20, pp. 1-18, UK: Open University. Becta (2004). What the Research Says About Portable ICT Devices in Teaching and Learning, (2nd ed), Coventry, UK: BECTA. Zurita, G. & Nussbaum, M. (2004). “Computer Supported Collaborative Learning Using Wirelessly Interconnected hand-held computers”. Computers & Education, 42(3), pp.289-314.
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