Tablet Computers in Primary Schools: Value Added?

Author(s):

Ed Smeets(presenting / submitting)Amber Walraven

Conference:

ECER 2015

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 03 A, Tablet Computers in Primary Education

Paper Session

Time:

2015-09-08

17:15-18:45

Room:

3005. [Main]

Chair:

Ed Smeets

Contribution

Information and communication technology (ICT) has been considered as a commitment to education for decades already. ICT can be used in processes involving knowledge transfer, where the teacher plays a central and directive role, but ICT can also stimulate processes of knowledge construction, where the central focus is on the pupil who also controls an important part of the learning process (Niederhauser & Stoddart, 2001). Proponents of this last approach have pointed out the possibilities of ICT to encourage active learning and higher order thinking (Jonassen, 1999). Many research projects have demonstrated that ICT in education is used mostly in a traditional way, to support the existing educational practice and that it is primarily focused on knowledge transfer (Hayes, 2007; Smeets, 2005; Smeets & Van Rens, 2012; Tondeur, 2007). This implies that IT does not contribute to the powerful learning environments that were anticipated by many. This is often related to the imbalance between the elements of vision, expertise, content, as well as applications and infrastructure. Apart from this, the benefits of ICT may also be influenced by the way it is deployed by teachers (Ertmer, 2005; Ertmer & Otttenbreit-Leftwich, 2009).

The use of mobile technology in the form of tablet computers is increasing. All over Europe, schools show an interest in the possibilities of tablets in education. Both teachers and pupils find tablets useful and user-friendly, as was clear from research conducted at the first ‘iPad school’ in Flanders (Montrieux et al., 2013). Observations in a primary school in Norway showed that tablets stimulate active and cooperative learning. Teachers and students were enthusiastic about working with tablets. Intensive cooperation increased the skills of teachers in teaching with the use of tablets (Gudmundsdóttir et al., 2014). Important benefits of tablets are that they provide quick access to information and encourage cooperation between pupils (Henderson & Yeow, 2012). Research at a secondary school in the Netherlands focused on the way teachers integrated tablets in education and what knowledge and skills were needed to do this (Voogt et al., 2013). The teachers appeared to use the tablet mainly as an e-reader, to search for information, to encourage cooperation and to create presentations. They found that they had insufficient pedagogic skills to integrate the tablet in their teaching and they continued to teach in the role of instructor, hardly ever allowing the pupils to take control of the learning process. In a pilot project in Germany, teachers in three secondary schools were unsure about how they should use tablets to support learning and instruction. Only a minority expected that their teaching would improve by the use of tablets and the expectations regarding the effect tablets would have on the learning results were mixed (Ifenthaler & Schweinbenz, 2013). Everyone mentioned well functioning ICT resources as a prerequisite and the majority expressed their need for support. Other studies have shown that hardware and content also present challenges to schools that want introduce tablets computers (Tondeur et al., 2013).

The main focus of the present study was on the implementation and use of Windows 8 Tablets in three primary schools in The Netherlands. The following research questions have been formulated:

What are the ambitions teachers wish to achieve by means of teaching with the use of Windows 8 Tablets?
Which content and activities do teachers choose to realise these ambitions?
How do teachers integrate the tablets in classroom practice?
What impact does the use of the tablets have on teachers in combination with chosen content?
What impact does the use of the tablets have on pupils in combination with chosen content?

Method

The study was conducted in the form of case studies in three primary schools. Three types of research activities were carried out: • interviews; • classroom observations; • classroom discussions. The following target groups were distinguished: school leaders, ICT coordinators, teachers, and pupils. The different target groups were questioned in three data collection rounds. Data were collected during day visits to each of the schools. Tablets were used on a one-to-one basis in one or two classes of the three schools. School staff were asked to develop and implement three series of lessons during which the tablets were used. Goals had to be set and adequate content had to be chosen. In the first round of data collection, an impression was formed of the prerequisites at school and teacher level, the ambitions that the schools wanted to reach by participating in the project and the specific aims and activities in the first series of lessons. An interview was held at each school with the teachers, management and, where possible, with the ICT coordinator. In the second round of data collection, at the end of the duration of the first series of lessons, issues that arose during the case were discussed with the teacher and the head of the school or the ICT coordinator. In those discussions, the ambitions and prerequisites for the following series of lessons were also addressed. Cases 2 and 3 were prepared and implemented at the same time for organisational reasons. Observations were made in the participating classes of each school whilst pupils worked with tablets, as a result of which, the researchers were able to obtain a picture of the way Windows 8 Tablets had been integrated into classroom practice, of group formation and work methods, and of the effects this had on the teacher and pupils. Moreover, the introduction of the tablet and its effects were also addressed in a class discussion with the pupils. During these classroom discussions in each of participating classes, pupils were asked about their experiences working with tablets. The third - and last - round of data collection took place at the end of the third series of lessons. This round was the same as round two, but was extended with a reflection on the insights which the whole school year had produced. Also, an estimation was made of the effects, benefits, bottlenecks and advantages of the project.

Expected Outcomes

In all of the schools the Windows 8 Tablets have become part of daily classroom learning routine. The amount of time the pupils work with the tablet every day does not vary a lot from school to school. However, the chosen content and activities are quite diverse. Nevertheless, actual use did not divert much from traditional teaching practice. According to all schools, the ease of use of the Windows 8 Tablet is high and the fact that programs already used by the schools run well on the tablets was mentioned quite frequently. In contrast, a lot of time was spent installing the tablets (and keeping them regularly updated). Moreover, the teachers find the number of apps available for education rather disappointing. The effects on teachers are visible in the form of workload, motivation and the extent to which teachers can provide for the personal needs of pupils. Although the workload is increased when the tablet is first deployed, the teachers expect that it will ultimately reduce the workload. Using the tablets more and more for providing feedback, can result in more time being gained. The motivation of teachers to provide education with the use of tablets is high, mainly due to the positive feedback from the pupils. There are more opportunities for knowledge construction instead of transfer of knowledge, and several applications provide more room for individual choices to be made and the ability to adapt to the results of the pupils. The effects on pupils are especially visible in an increase of motivation and active and autonomous learning. Pupils really enjoy working with tablets. Active learning is encouraged by the kind of assignments the pupils are given. The benefits of using the tablets have not yet been quantified in terms of learning results within the framework of this study.

References

Ertmer, P. A. (2005). Teacher pedagogical believes: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 25-39. Ertmer, P.A. & Ottenbreit-Leftwich, A. (2009).Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42, 255-284. Gudmundsdóttir, G.B., Dalaaker, D., Egeberg, G., Hatlevik, O.E., & Tømte, K.H. (2014). Interactive Technology. Traditional Practice? Nordic Journal of Digital Literacy, 9 (1), 23-42. Hayes, D.N.A. (2007). ICT and learning: Lessons from Australian classrooms. Computers and Education, 49, 385-395. Henderson, S., & Yeow, J. (2012). iPad in Education: A case study of iPad adoption and use in a primary school. Paper, presented at the 45th Hawaii International Conference on System Sciences. Online: http://sarahhenderson.info/wp-content/uploads/2013/07/2012-HICSS-iPad-in-Education.pdf. Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives. Computers in Human Behavior, 29, 525-534. Jonassen, D.H. (1999). Computers As Mindtools for Schools: Engaging Critical Thinking, 2nd Edition. Englewood Cliffs, NJ: Prentice Hall. Montrieux, H., Raes, A. & Schellens, T. (2013). Mobiele technologie in het secundair onderwijs: perceptie en acceptatie van het gebruik van tablet pc’s bij leerkrachten en leerlingen. [Mobile technology in secondary education: perceptions and acceptance of the use of tablet computers by teachers and students] Paper, presented at Onderwijsresearchdagen 2013, Brussels. Niederhauser, D.S. & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15-31. Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education? Computers and Education, 44, 343-355. Smeets, E. & Van Rens, C. (2012). Teaching Styles and ICT in Primary and Secondary Schools. Paper, presented at the ECER Conference, Cádiz, September 2012. Tondeur, J. (2007). Development and validation of a model of ICT integration in primary education. Academic dissertation. Gent: Universiteit Gent. Tondeur, J., Pareja, N., Mathieu, G., Bruggeman, B. & Van Braak, J. (2013). De integratie van tablet pc’s in technisch en beroepsonderwijs. Een exploratieve case studie naar de implicaties van het schoolbeleid. [The integration of tablet computers in technical and vocational schools. An explorative study into implications for school policy] Paper, presented at Onderwijsresearchdagen 2013, Brussels. Voogt, J., Boonen, I., Walraven, A. & Fisser, P. (2013). Ervaringen en reflecties van docenten bij de integratie van tablet pc’s in het voortgezet onderwijs. [Experiences and reflections of teachers with regard to the integration of tablet computers in secondary education] Paper, Onderwijsresearchdagen 2013, Brussels.

Author Information

Ed Smeets (presenting / submitting)

Radboud University, Netherlands, The

Amber Walraven