Using Tablet-Computers in Senior Secondary School Teaching: the Views of Teachers During and After First Year of Use
Author(s):
Jani Kontkanen (presenting / submitting) Teemu Valtonen Pertti Väisänen
Conference:
ECER 2013
Network:
16. ICT in Education and Training
Format:
Paper

Session Information

16 SES 05 A, Learning With Tablet Computers

Paper Session

Time:
2013-09-11
11:00-12:30
Room:
DCONF - Conference Hall
Chair:
Jo Tondeur

Contribution

In the beginning of year 2012 Joensuun normaalikoulu, the University of Eastern Finland’s training school (http://jnor.joensuu.fi/index.php?id=1&lang_id=1), launched an experiment with the School of Applied Educational Science and Teacher Education of University of Eastern Finland. The experiment based on bringing iPads to all students as a tool for their studying and for all the teachers as an aid for their teaching. The first year students of the senior secondary school received iPads at the end of year 2011 and the aim was for the device to become a personal learning tool for the students – to be used in both in and out of school, thus possibly blurring the border between formal and informal learning using one-to-one computing (Chan et al., 2006).

 

The teachers received iPads earlier in order to get used to the device before they were assumed to begin using iPads in teaching in the beginning of year 2012. The teachers who are the subject in this study are a ‘pilot-group’ of teachers who received iPads first among the school’s staff. The teachers volunteered for this group and also had an intention and will to research and develop the use of iPads in teaching. There are thirteen teachers from nine different subjects in the group.

 

The aim of the study is to find out how the teachers have used iPad in their teaching during the first year of the experiment. My approach to the study is from pragmatist view and in addition there are phenomenological and phenomenographic aspects in my study. I have not defined a strict theoretical framework for my research as I try to approach the data in a way that is similar to grounded theory. My aim is to find a theory or a model based on the teachers’ view and as the topic in question is relatively new I assume there is a need for such research. However, in the data collection process I have tried to cover certain theoretical aspects and make use of previous studies in ICT in education. These include one-to-one (1:1) computing (Liang et al., 2005; Penuel, 2006; Fleischer, 2012), teachers’ pedagogical thinking (Kember & Gow, 1994; Kember, 1997) and implementation of ICT in education (Ertmer, 2005; Brinkerhoff, 2006; Zhao et al., 2006; Pearson & Naylor, 2006).

Method

Data collection consists of three steps: 1. A meeting with the teachers in each subject represented in the pilot group was held. Participants were two researchers, the teacher(s) and the university lecturer in subject pedagogy of the subject in question. Discussion was open and the aim was to plan the use of iPad in teaching. Also one aim was to gather opinions and views about the topic to proceed to next step of the research. 2. The teachers were asked to answer a few questions in a reflective manner (so they would say more than just answer the questions). These writings were not as descriptive as expected. However, this gave good feedback for the next step of data collection, as it seemed that certain topics of interest should be asked in a different manner – not directly. 3. Interviews were constructed based on previous steps and the teachers were interviewed after 1 year of iPad use in late autumn of 2012. Themes discussed in step 1 were combined to create questions for step 2 (and 3). Data from the writings was used to create the interviews. The interviews are being transcribed. The data will be analysed based on the data.

Expected Outcomes

So far the results from the meetings and writings (steps 1 and 2 in research) show that: • Majority of the teachers were able to learn the use of iPad fast and did not have many problems, some teachers had some minor difficulties. • Majority of the teachers said that iPads used in teaching is good and a positive thing. • Some teachers mentioned students having some concentration problems during the class related to iPad, but in addition iPad had also made students more motivated and interested in studying. • All teachers said that it is important that the student has the iPad in his possession at all times, that the device is owned by the student not only used in the class. After the conducting the interviews and discussing about them with the teachers afterwards, it seems that: • Introducing iPad to teaching has had a positive effect on the work community, teachers and even to work-motivation • According to teachers, the students’ motivation seems to have also increased. • Some teachers said that the grades of some students went down after the iPads were implemented in teaching. However, students reacted to this and the grades began rising.

References

Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices, Journal of Research on Computing in Education, 39(1), 22-43. Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational technology research and development, 53(4), 25 – 39. Fleischer, H. (2012). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review, 7(2), 107-122. Kember, D. (1997). A reconceptualisation of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255-276. Liang, J. K., Liu, T. C., Wang, H. Y., Chang, B., Deng, Y. C., Yang, J. C., Chou, C. Y., Ko, H. W., Yang, S., & Chan, T. W. (2005). A few design perspectives on one-on-one digital classroom environment. Journal of Computer Assisted Learning, 21 (3), 181-189. Pearson, M. & Naylor, S. (2006). Changing contexts: Teacher professional development and ICT pedagogy. Education and Information Technologies, 11(3-4), 283-291. Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329–348. Zhao, Y., Pugh, K., Sheldon, S. & Bryers, J. (2002).Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

Author Information

Jani Kontkanen (presenting / submitting)
University of Eastern Finland, Finland
Teemu Valtonen
University of Eastern Finland, Finland
Pertti Väisänen
University of Eastern Finland, Finland

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