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The Tablet Inscribed: Inclusive Writing Instruction With the iPad
Abstract
Despite the author's initial skepticism, a classroom set of iPads has reinforced a student-directed approach to writing instruction, while also supporting an inclusive classroom. Using the iPads, students guide their writing process with access to the learning management system, electronic information resources, and an online text editor. Students are able to exchange ideas and work collaboratively in an environment that promotes fluency.
... Not until 2010 and the launch of the iPad did claims that tablets would revolutionise learning appear any more than marketing hype. What seems to have changed since 2010 is that schools and universities (and perhaps to a lesser extent, colleges) have considered the advantages of students having 24/7 access to a device that potentially provides a platform for collaboration (Sullivan 2013) as well as a possible tool for more independent learning (Price and Kadi-Hanifi 2011). The college in this study was interested in the extent to which tablets could support these examples of active learning. ...
... To date, there has been some informal evidence from HE research studies of an increase in peer feedback and enhanced formative assessment as a result of the blanket introduction of tablets (Mang and Wardley 2012). In addition, in HE classrooms aimed at supporting student writing, shifts to a more collaborative learning environment have been reported following the introduction of tablets (Sullivan 2013). Tablets have also been utilised to develop problem-based approaches to learning (Gikas and Grant 2013), but any causal connection between the introduction of tablets and improved assessment grades remains problematic (Connelly and Gregory 2012). ...
... There was some informal evidence of an increase in peer feedback (Mang and Wardley 2012) but not in terms of formative assessment (too little time in the three-week pilots). Greater congruence was demonstrated in shifts to a more collaborative learning environment (Sullivan 2013), with students and teachers in health and sport (although to a lesser extent according to students) reporting more active participation and interaction with peers and teachers. While interpreting this as nascent classroom networks promoting learning might be an exaggeration, such collaboration does hold potential for the more engaged groups. ...
Interest in the potential benefits of providing tablet computers to students has grown in recent years, both in UK institutions, and across the world. Limited research studies have been reported in higher education (HE), and primary and secondary school settings, tentatively suggesting a range of positive impacts on learners, but little conclusive research has been published on the introduction of tablets in further education (FE). This article presents a case study of a single, mid-size English FE college, which piloted the provision of tablets to bounded groups of students and teachers in four diverse curriculum areas. The author was invited to help design the college’s evaluation of the pilot, which would inform a potential business case to extend the pilot to all students. One element was a qualitative research project, with data captured through a series of focus group interviews with all 64 students who received tablets, and separate interviews with their ten teachers. Findings are reported here, exploring the extent to which students and teachers perceived learning benefits from the tablets: for some learners, this was reported as enhancing the organisation of learning; supporting greater independence of learning and enabling more purposive learning. Barriers to learning enhancement were also identified, including institutional issues (frustration with technical infrastructure), and individual learner disengagement (distraction and surface engagement with mere ‘novelty’). Concluding that the tablets’ clear benefits were not automatically transformative, and engagement was not uniform, findings are relevant to FE managers and leaders of other institutions considering tablets as a possible learning panacea.
... It helped to build the basis of the research and support its findings and propositions. A list of Factors was identified in this research which they were used to establish the questionnaires and interview questions that helped to capture stakeholders' perspectives pertaining to the iPad initiative in technical education and to be the base of the final framework as following: [18], [20], [21], [23], [28], [29], [ [14], [16], [19], [21], [28], [33] Factor21: Limitation on flash video or java. ...
... [4], [14], [19], [21], [ [14], [16], [21], [29], [31] Factor35: Provide annotation and note-taking. ...
This research paper has identified key factors that impact iPad implementation in technical education. It also proposes a framework of effective implementation of iPad in technical education that addresses the key success factors.
... In the USA, in just a short period of time, the iPad has been incorporated in a number of universities and colleges (Raths, 2012;Rossing, Miller, Cecil, & Stamper, 2012;Marmarellu & Ringle, 2011). Sullivan (2013) found that the iPad is a useful tool for enhancing college students' writing skills by creating an environment that promotes fluency, creativity, collaboration and accessibility. Wakefield and Smith (2012) piloted the iPad in an undergraduate course in multicultural education and found that the iPad helped students achieve the goals of the course in a collaborative environment. ...
... The results were positive with 82-87% of students reporting that their English reading, writing, listening, grammar and vocabulary skills had improved because of the use of the iPad (see Figure 5). These results echo the results of previous studies where students reported positive impact of the iPad on their learning (e.g., Miller, 2012;Sullivan, 2013;Wakefield & Smith, 2012). Multiple regression analysis was used to test if survey items about iPad use in-class or outof-class, or the perceived benefit from the iPad, significantly predicted student performance and achievement on the end of semester IELTS exam. ...
The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
... -La créativité des élèves serait plus importante (Sullivan, 2013). ...
Au Maroc, et comme dans d’autres pays partout dans le monde, les jeunes adoptent
rapidement les technologies émergentes et leurs fonctionnalités. En fait, selon l’agence
nationale de réglementation des télécommunications, en 2014, 84% des internautes
marocains sont des jeunes âgés de 15 à 19 ans.
Dans ce contexte, l’objectif général de cette recherche vise une meilleure
compréhension des usages des dispositifs mobiles en lien avec les apprentissages formels
chez les lycéens marocains. Trois orientations principales sont examinées à savoir la
typologie des usages des dispositifs mobiles, l’impact de l’usage de ces derniers sur les
apprentissages formels et, enfin, les facteurs déterminants qui interviennent dans
l’adoption de l’apprentissage mobile.
Le modèle intégral de Desjardins (2005) régissant les interactions entre les usagers
et les TIC a permis à travers, une étude quantitative, de dresser un portrait global des
usages des dispositifs mobiles chez nos sujets d'étude couvrant les aspects techniques,
sociaux, informationnels et épistémologiques.
L’analyse mixte a conduit à mettre en lumière deux éléments d’impact des usages de
ces dispositifs mobiles en lien avec les apprentissages formels à savoir leurs temps de travail
personnel scolaire et leurs rendements académiques. Les analyses statistiques démontrent
que l’usage de ces technologies mobiles n’imposent pas nécessairement un nouveau
rapport au temps de travail personnel scolaire et qu’elles sont perceptibles dans
l’apprentissage académique des lycéens marocains.
Au regard des déterminants principaux qui interviennent dans le processus
d’adoption de l’apprentissage mobile, le cadre théorique choisi est inspiré de la théorie
unifiée de l'acceptation et de l'utilisation de la technologie (UTAUT) de Venkatesh et Davis
(2003). Les résultats de l'analyse statistique descriptive montrent que l’adoption de
l’apprentissage mobile auprès des lycéens marocains est influencée en premier lieu par
l'utilité et la facilité d'utilisation perçues de ces dispositifs. L'influence sociale et les
conditions facilitatrices interviennent dans cette adoption en deuxième lieu.
... Certaines études indiquent que la tablette améliore l'écrit d'un point de vue quantitatif mais également qualitatif puisque les élèves sont souvent plus créatifs et s'appuient sur un plus grand nombre de ressources (Karsenti et Fiévez, 2014). De plus, les pratiques d'écriture sont améliorées notamment parce que ces outils favorisent l'écriture collaborative au sein d'un groupe (Bernard, Boulc'h et Arganini, 2013 ;Sullivan, 2013). Il est à noter cependant que chez les jeunes élèves de cycle 2 pour qui les processus de révision et de planification ne sont pas encore automatisés, la tablette peut faciliter les révisions mais essentiellement de surface et à condition que les ressources mises à disposition (Boulc'h et Beauvais, 2017) et l'étayage de l'enseignant le permettent (Nogry et Beauvais, 2019). ...
... In addition to this, it has been proven that m-learning contributes to: faster searching for and finding information, easier communication between students themselves, and between students and teacher, and, importantly, the provision of different types of learning, be that individualized or situational, which supports the development of a dynamic construction between learning content on the one hand, and the students' own real world environment, on the other (Gikas and Grant 2013;Mouza and Barrett-Greenly 2015). The results of the research have also showed that the application of mobile technology is particularly suited in the case of constructivist learning, due to: the higher level of mobility it allows, the ease of use, its wireless connectivity, its adaptability to the mental, cognitive and physical characteristics of the students, and the fact that it allows students to acquire knowledge at their own pace (El-Gayar, Moran, and Hawkes 2011;Ifenthaler and Schweinbenz 2013;Kwon and Lee 2010;Sullivan 2013). Rhodes and Rozell (2015) pointed out that the implementation of digital technology in constructivist learning could help in developing learner's cognitive dissonance, and encourage them to become more aware of the difference between previously held beliefs and knowledge and the newly acquired knowledge. ...
Background: Exploring using constructivist learning has become a focus of educational research in recent years. However, no available research has been found which examines the contribution of constructivist learning through the implementation of handheld computers and tablets (in the literature, a constructivist mobile learning environment refers to constructivist learning with the implementation of mobile devices) to student knowledge across cognitive levels, while their opinion on that contribution in biological education in primary schools is as yet unreported.
Purpose: The main aim of this research is to examine the contribution of the Dichotomous Mobile Key (DMK) and the Dichotomous Printed Key (DPK), implemented in the classroom through constructivist learning, to student achievement and the sustainability of the primary school students' biological knowledge about the Systematic and classification of plants at all cognitive levels. The research also analyses students' opinions about the applied dichotomous keys in the constructivist learning process and the correlation between student knowledge and their opinion about the application of the DMK or the DPK.
Design and methods: This research uses a quasi-experimental design and involved 140 eight-grade students from Montenegro assigned to two experimental groups, learning through: 1) the DPK (Group C) and 2) the DMK (Group E).
Results and conclusions: The results indicate that studying using a DMK is more suitable than a DPK for learning botany in primary schools when implementing a constructivist approach. This is because the DMK is better suited to enhancing some elements of certain constructivist approaches, notably eliciting students’ prior knowledge; facilitating exploratory learning; creating cognitive dissonance; and receiving continuous feedback during the entire learning process. The contribution of the DMK is greater than that of the DPK to students’ knowledge and opinions to the contribution of the applied dichotomous key to their knowledge and greater desire to learn about plants.
... Major changes in the educational process are introduced even when the student interacts with the new media simply as a consumer [1,2]. In her analysis of iPad-assisted inclusive education (she draws her examples form a creative writing course), Rebecca Sullivan highlights the importance of broad range of software and platform options in group creative skills education [3]. Using new media as a creativity boosting tool (as it is understood at the Institute of Creative Technologies, De Montfort University) can add at least three new educational practice areas, namely, Creative Computing, Interactive Arts, and Media, Networks and Collaboration [4], provided the disciplinary approach to research and research-based educational practices is maintained. ...
... From their reported widespread adoption, it is reasonable to assume that mobile tablets have created a perception of perceived value in the public. Despite some initial research in these areas, their value in schools, hospitals, and libraries is still in question (Bliss, Cronin & Salem, 2012;Sinelvikov, 2012;Sullivan, 2013). Using communication and organizational theory to reflect upon an unusual one-time initiative in response to this situation which granted free unlimited use of iPads to a group of fine and liberal arts faculty members, this study aims to measure if and how this perceived value extends to a specific situated workplace, one whose implicit purpose is to generate knowledge: a research university. ...
This qualitative, longitudinal case study describes a multi-year technology intervention of institutionally-managed mobile touchscreen tablets across a diverse group of 96 faculty members within a major research university. Grounded in communication concepts such as learning, innovation and knowledge generation, (Blackler, 1995; Fanelli & Hargadon, 2002) the analysis examines narrative accounts, focus groups, and reflections from participant observation for evidence of changes in the daily and longer-term professional activities of mobile tablet users in organizations. This study aims to determine the impact of a consumer-driven diffusion of innovation (Rogers & Rogers, 2003) in a specific situated workplace on a certain type of knowledge worker: a tenured or tenure-track professor. Four domains of user expectations are identified: teaching and/or research practices; communication and consumption; substitution for a laptop and/or desktop device; and connection to students. These themes are compared with observations and oral reports from participants after 21 months. Disruptive implications for teaching, learning, creative and scholarly activity are identified with potential benefits and drawbacks for knowledge generating processes as a result of the rise of tablet computing.
... Selon une enquête réalisée auprès d'enseignants et d'élèves québécois au collège (Karsenti et Fiévez, 2013), la tablette a des effets positifs sur la production écrite : les élèves annotent plus facilement les documents, produisent des travaux écrits de meilleure qualité, plus créatifs et qui s'appuient sur un plus grand nombre de ressources. Elles favorisent également l'écriture collaborative au sein d'un groupe (Burden et al., 2012 ;Clarke et al., 2013 ;Sullivan, 2013). À l'heure actuelle, on ne trouve pas d'enquête portant spécifiquement sur les pratiques d'écriture sur tablette à l'école primaire. ...
Dans cette recherche, nous avons choisi de porter notre attention sur l’utilisation de la tablette à l'école primaire en situation de production d’écrit.
Cette étude vise à caractériser l’activité de production d’écrit sur tablette, à préciser en quoi la tablette constitue une ressource dans cette activité et quelles contraintes elle impose. Pour répondre à ces questions, deux études exploratoires sont présentées dans ce chapitre. La première vise à caractériser l’activité instrumentée de production d’écrits enrichis chez des élèves de CM1 et CM2. La seconde étude s’attache à étudier plus spécifiquement l’activité rédactionnelle sur tablette chez des élèves en classe de CE2.
... Selon une enquête réalisée auprès d'enseignants et d'élèves québécois au collège (Karsenti et Fiévez, 2013), la tablette a des effets positifs sur la production écrite : les élèves annotent plus facilement les documents, produisent des travaux écrits de meilleure qualité, plus créatifs et qui s'appuient sur un plus grand nombre de ressources. Elles favorisent également l'écriture collaborative au sein d'un groupe (Burden et al., 2012 ;Clarke et al., 2013 ;Sullivan, 2013). À l'heure actuelle, on ne trouve pas d'enquête portant spécifiquement sur les pratiques d'écriture sur tablette à l'école primaire. ...
... A number of studies indicate that the use of mobile devices in a classroom environment promotes students' motivation (emotional), participation (behavioral) and assists in collaborative learning (cognitive) (Barak, Lipson & Lerman, 2006;Dobbins & Denton, 2017;Kukulska-Hulme, 2013). Even though somewhat older technologies, in particular laptop computers have established their predominance in classrooms, mobile tools such as iPads and other tablet computers do offer other advantages such as better mobility, lightweight, convenience to carry, handwriting recognition, responsive touchscreen and ease of use, but are not found to be core academic tools for the majority of students (Crichton, Pegler & White, 2012;Dearnley, Haigh, & Fairhall, 2008;Hashim, 2014;Henderson, Selwyn, Finger & Aston, 2015;Morris et al., 2012;Murphy & Williams, 2011;Saorin et al., 2013;Sullivan, 2013;Tanaka et al., 2012;Author & Mang, 2015;Welsh et al., 2015). When available, tablet computers allow students to perform several hands-on tasks, such as note-taking, highlighting and annotating, e-book capabilities, presentation-support application, participatory simulations, and collaborating with their peers and instructors, which otherwise would be less easily achievable with a laptop computer (Alvarez et al., 2011;Diemer et al., 2012;Mang & Author, 2012Sloan, 2013;Welsh et. ...
Driven by perceived millennial student expectations, the in-class use of mobile technology is becoming increasingly popular in postsecondary institutions. Thus, it is important to gain insights into students’ self-competence and learning transferability when using these technologies within the learning environment. This study was undertaken to assess an iPad iLearn Program in a school of business after students had been provided with an on-loan tablet that would become their property after a pre-determined period of enrollment. In this study, comfort with technology, comfort with iPad, perceptions of iPad, and frequency of use were all significant predictors of learning transferability. The adjusted R2 explained 72% of the variance in the model. Moreover, this study found there were significant differences for these predictor variables depending on university support of the program and tablet ownership. This reinforces the point that when selectively targeting this generation by promoting in-class use of tablet technology, institutions must provide the needed resources.
... Il n'a pas pour visée de susciter la discussion et le débat. Il n'est pas non plus mobilisé pour favoriser l'entrée dans le texte ou pour en prolonger la lecture, Sullivan (2013), à propos des activités d'écriture, font écho à celles de Karsenti et Bruchesi (2015) sur les activités de lecture. En ce sens, faire du iPad un outil utilisé tout au long de séquences visant à faire interagir la lecture et l'écriture permettrait sûrement de concilier intérêts pédagogique et didactique. ...
Ces dernières années, de nombreuses écoles secondaires au Québec, surtout des écoles privées, rendent l’achat du iPad obligatoire pour tous leurs élèves et tentent de systématiser son utilisation. Néanmoins, il semble que les résultats des recherches empiriques demeurent plutôt rares sur l’utilisation des tablettes numériques en classe. Dans le cadre de cet article, nous présentons quelques réflexions sur l’usage du iPad pour l’enseignement de la lecture et l’écriture, réflexions dégagées d’une étude de cas menée auprès d’une enseignante de français du secondaire qui vit présentement cette implantation dans son milieu.
... Il est donc au centre d'un réseau, sinon de plusieurs, puisque chaque acteur avec lequel il est en contact dispose du sien. D'autres chercheurs ont soulevé des avantages à utiliser le iPad : l'élève est guidé dans son processus d'écriture, a accès à un système d'apprentissage, à des sources d'information électroniques, de même qu'à un éditeur en ligne(Sullivan, 2013). Les tablettes, comme mentionné précédemment, sont souvent fournies aux élèves avec des applications intégrées(Safari, Photos, Videos, YouTube, iTunes, FaceTime, Camera, iBooks, iMovie et MovieMaker) qui orientent l'usage qu'ils feront du support, c'est pourquoi le choix des applications a une influence sur le processus et le produit. ...
Afin de cerner le processus d’écriture numérique, son enseignement et son évaluation, les auteures ont interrogé les bases de données récentes par thèmes (processus, stratégies, compétences, matérialité, genres et évaluation de l’écriture numérique). L’article présente tout d’abord les caractéristiques génériques de l’écriture numérique, soit l’hypertextualité, un design adapté, l’interactivité, la multimodalité et la collaboration. Il formule ensuite, sur cette base, vingt recommandations documentées pour favoriser son enseignement à l’école. Ces recommandations vont des précautions technologiques à prendre aux questions éthiques, en passant par des conseils à propos de la structure des textes, des compétences à privilégier, des ressources auxquelles recourir et des suggestions quant aux modalités didactiques d’application.
... More importantly, many mobile development projects support instruction both within and outside the classroom through activities such as sharing information, classroom management, grading, taking attendance, and collaboration. Furthermore, scholars have investigated how mobile devices are being used in particular content areas and contexts such as technology and engineering practices (White and Martin 2012), math (Carr 2012;Bannon et al. 2012), science (Hesser and Schwartz 2013), music (Riley 2013), reading (McClanahan et al. 2012, and writing (Sullivan 2013). ...
The purpose of the present study was to explore, in depth, the factors influencing teachers’ attitudes towards the integration of tablets into their classroom for teaching purposes. In order to achieve the purpose of the study, semi-structured interviews were conducted with 15 teachers from five rural middle schools in Palestine. A thematic analysis approach was used to analyze the interview data. The findings of the study revealed that teachers use tablets because it facilitates their teaching as well as provides equality of access to the Internet and educational technology for students in rural schools. Furthermore, there was diversity in teachers’ attitudes towards tablets based on a variety of factors such as technical support and the availability of suitable educational resources. Further research is needed to conduct a comparative study between schools and different topics.
... As with schools, the focus has centred on the collective use of the iPad for promoting teaching and learning. For instance, Sullivan (2013) reports on her use of iPads to foster writing skills, to encourage "fluency, creativity, and accessibility" with recognition of the iPad's universal design and its collaborative potential (p. 2). The Cyprus-based Art+Design elearning lab has taken the lead in organizing biannual conferences to promote collaborative scholarship on the use of iPads in education. ...
Most research about the iPad's role in education has investigated the instructional potential of the touchpad and the collective influence it has for shifting teaching and learning practices. This paper explains the more personal journey of an iPad-with-researcher travelling an unknown path through blogging at http://phd4veronica.blogspot.com/. Each blog post begins with an image created on and with an iPad application (App) or combination of Apps. The forces and intensities of the iPad enable a diffractive approach that inspires thinking beyond traditional research reflexivity. The author illustrates how flows of
... Many of devices are still on the beginning of their using in the education, but they have got high potential as iPads and tablets (Sullivan, 2013). Researchers found that iPads help special needs students improve basic skills, such as reading and writing, and increase their attention and interests in learning (Fern andez-L opez, Rodriguez-Fortiz, Rodríguez-F ortiz, Rodríguez-Almendros, & Martínez- Segura, 2013). ...
The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ2 (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale.
... Tablets, the latest technology to enter the classroom, can motivate students to learn (Melhuish and Falloon 2010;Rikala et al. 2013;Vesisenaho and Dillon 2013), help them be more engaged with course material (Shepherd and Reeves 2011;Fischer et al. 2013;Vesisenaho and Dillon 2013), make them better independent learners (Price and Kadi-Hanifi 2010), and be more organized (Butcher 2014). Collaboration with their peers using tablets can be better facilitated (Shuler et al. 2010;Skiba 2011;Sullivan 2013;Butcher 2014) and this technology can contribute to a student-centered learning environment (Ludwig et al. 2011). Implementing active-learning techniques is one of the seven principles of good practice in undergraduate education that Chickering and Gamson identified in their hallmark essay (Chickering and Gamson 1987). ...
The purpose of this mixed-methods study was to compare the expectations and fulfillment of undergraduate students enrolled in a skills class that utilized iPads in the classroom. Pre- and post-surveys were administered to students at the beginning and end of the semester. A series of t-tests (n = 78) showed the tablet did not meet their expectations in terms of course engagement and benefits/skills they anticipated receiving from class activities and coursework. However, their non-academic use of the iPad, for both entertainment and social media purposes, was higher than they predicted. The qualitative portion of the study resulted in three themes: acceptance of tablet technology, student excitement and engagement, and how teacher preparation and proficiency with the technology affects classroom usage. This study suggests a need for teacher training in application selection and ample in-class device usage.
... While most schools still use a stationary interactive whiteboard, which requires teachers to stay at the front of the classroom, a newer model with mobile technology allows teachers to move around classrooms and monitor students during instruction (Robertson & Green, 2012). Other mobile devices, such as iPads and tablets also have much potential and can be incorporated into classroom lessons to improve student's academic performance (Cohen, 2012;Haydon, Hawkins, Denune, Kimener, McCoy, & Basham, 2012;Sullivan, 2013). Researchers found that iPads help special needs students improve basic skills, such as reading and writing, and increase their attention and interests in learning (Fernández-López, Rodríguez-Fórtiz, Rodríguez-Almendros, & Martínez-Segura, 2013). ...
... This also means that although students might be familiarised with the use of mobile technology for leisure and social networking, its use for educational purposes (especially for testing) may seem unusual or even odd for them. Similar results are found by Waters (2010), who considers that iPads may be way behind in usability versus netbooks or even laptops, especially in writing (Sullivan, 2013). Although some of these studies remark the idea of students' limitations to use traditional tablets, up to now, no studies have addressed the use of tablets with an external keyboard. ...
... Not surprisingly, iPad apps also had an impact on motivation to write and to craft that writing. As McGee and Schickendanz (2007), Sullivan (2013) and Harmon (2011) found, iPad apps motivated students to actively engage in learning, which increased the students' confidence and helped improve students' writing skills. As Eli from this study put it, BTechnology is my language. ...
In this study the authors investigated the effects of integrating iPad applications into writing instruction for fifth grade students. By comparing the writing of students taught with paper and pencil methods with that of students utilizing the iPad writing applications, two research questions guided the study: (1) Are there differences in student writing, especially in visualizing, sequencing, or incorporating sensory details, depending on whether they used iPad apps or paper and pencil? (2) What are, if any, the influences of iPad apps on student’s attitude, behavior, or social relations during the writing instruction? The results demonstrated that the students with iPad apps wrote more cohesive, sequential stories using more sensory details than those with paper and pencil. iPad apps also had an impact on motivation to write and changed the classroom dynamics as iPad apps made the writing process more social and engaging. © 2016, Association for Educational Communications & Technology.
... To assist SLD teachers have employed many different types of technologies such as pencil grips and portable word processing instruments such as the Alphasmart (Bouck et al., 2015). Today, mobile technologies are changing both the teaching and learning landscape and offering increased opportunities for student-centred learning (Sullivan, 2013). With respect to tablet technology (specifically, the iPad), ''the iPad echoes that voice by giving students a tool to monitor their own writing processes, actively explore content, and work with others to express their understanding in creative ways'' (Sullivan, 2013, p. 1). ...
Written expression is an essential skill to actively function in today's society. For many learners, especially those with a learning disability (LD), writing can be a source of frustration. Technology in its various forms, holds promise to assist students in this area. The current study examines the role that tablet technology, specifically, iPads, has on the writing skills of students who have an LD. Using a visual analysis approach and paired-sample t-tests, the current study examines how the writing of nine (female = 1, age = 12.5; male = 8; mean age = 11.5) grade six Caucasian students from Northern Ontario with an LD differs when they write by hand versus writing with an iPad. Specifically, the study examines whether there is a difference in (a) writing productivity; (b) spelling accuracy; (c) lexical diversity; (d) syntactical complexity; and, (e) ideas expressed. Results revealed that digital writing using an iPad was effective in significantly improving spelling accuracy, number of T-units and number of ideas expressed. There was also an insignificant improvement in the areas of writing productivity, number of sentences written, and grammatical errors. The results of the current study suggest that the use of iPads has a positive influence on' writing. Therefore, the use of iPads may have long-term effects that cannot be measured sufficiently in a short-term study.
... This also means that although students might be familiarised with the use of mobile technology for leisure and social networking, its use for educational purposes (especially for testing) may seem unusual or even odd for them. Similar results are found by Waters (2010), who considers that iPads may be way behind in usability versus netbooks or even laptops, especially in writing (Sullivan, 2013). Although some of these studies remark the idea of students' limitations to use traditional tablets, up to now, no studies have addressed the use of tablets with an external keyboard. ...
O nline testing is becoming a popular way to deliver language tests, partly because of its reduced cost, partly because of the high quality of test data collection. In language tests, interface validation has received a limited attention in professional literature (García, Magal, da Rocha, & Fernández, 2010). This paper will show the validation process of the OPENPAU application, which aims at language testing exam delivery through an attitudinal study. The real importance of this project is that it offers reliable solutions at a low cost for the needs of a nationally delivered online test that can serve to assess all the traditional language skills (namely speaking, listening, reading and writing) in an efficient, simple and cost-effective manner. Our paper presents the design, development, and evaluation of a tablet PC software application for assessing both productive and receptive skills in foreign languages for its prospective use in the Final Test of Baccalaureate. The software development has been carried out within the OPENPAU project (FFI2011-22442), funded by the Ministry of Economy and Competitiveness.
... It helps improving students writing skills in many ways such as: using internet resources, online text editor, and exchange idea. It also, support collaborative work environment as a group work [11]. There are many applications that can be downloaded and used by teachers in different subjects such as: Productivity Tools (wordprocessing), Teaching Tools ( presentation tools), Notes Tools (Draw Free and iPocketDraw), Communication Tools (Facebook), Drives (Dropbox), Blogging Tools (Blogsy and Wordpress), and Content Accessing Tools (e.g. ...
The aim of this study was to investigate the difference between the effect of using traditional teaching instruction and using iPad to teach math for first grade students. This study was conducted in one private elementary school in Jordan. The study used a quasi-experimental control design. Students have access to a few math software and websites that was downloaded to improve their math skills. Every student in the experimental group will have a personal iPad to be used during their math class period. Both groups will be given a pre-test and a post-test to measure their achievements in math. The motive for this research was encouraging teachers and students to use iPad for educational purpose instead of use it most of the time for fun and games. it a helpful tool to be used as part of the mathematic learning process. Also, there are many software and internet sites that can be downloading in the iPadt to improve students’ math skills. Index Terms — math, tablet, e-textbook, e-learning, education, educational technology.
... In one area of research teachers at the K-12 level have analyzed the effect of iPad use on task completion for students with autism, how gaming affects learning in a fifth-grade classroom, and how students with special needs may benefit from iPad instruction (Carr, 2012;Fernandez-Lopez, Rodriguez-Fortiz, Rodriguez-Almendros, & Martinez-Segura, 2013;O'Malley et al., 2013). In higher education, faculty and deans have written case studies detailing their integration of iPads into higher education classrooms and on using iPads as self-directed writing tools (Murray & Olcese, 2011;Sullivan, 2013). Geist (2011) found that the more information faculty provide regarding how students can use and integrate teachinglearning applications, the better university students felt about including iPads in the classroom. ...
In response to an iPad initiative at a mid-sized New England university, all faculty, junior and senior undergraduates, and graduate students were required to have iPads by the first day of class in the fall semester of 2013. Goals of the initiative focused on preparing future teachers to use the iPad as a teaching and learning tool so they could be successful in schools where iPad use has become ubiquitous. This article addresses the process of integrating the iPad into teaching and learning in a university physical education department. Specifically, a “padagogy wheel” based on Bloom's revised taxonomy will be provided to show how mobile devices and applications can be used in innovative ways to meet the learning objectives of university-level physical education courses.
... Ces expérimentations s'intéressent principalement aux usages susceptibles d'être les plus pertinents, aux applications utilisées et à leurs potentialités éducatives (Belanger, 2011). À ces retours s'ajoutent des recherches scientifiques qui visent à saisir les plus-values potentielles de ces artefacts en termes d'enseignement et d'apprentissage (Gasparini et Culen, 2012) ; (Murray et Olcese, 2011) ;(Remond et al., 2012) ;(Sullivan, 2013) ; (Villemonteix et Khaneboubi, 2012) ; (Zhou et al., 2011). Elles visent généralement à équiper des classes ou établissements, selon des modalités d'usages et des prescriptions plus ou moins contraintes et à rendre compte des pratiques, le plus souvent par le biais d'enquêtes auprès des enseignants et/ou des élèves. ...
This research in exploratory matter was initiated by the Académie de Paris within the framework of an experimentation project of tablet computers at school. In September 2011, a class of pupils aged from ten to eleven was equipped with ten tablet-PC on the basis of a cultural project. Our objective was to set up a methodology of research aiming at determining if this learning situation would allow the implementation of an autonomous collaborative activity, mediated by the instrument and directed towards the knowledge. We made the assumption that the activity was going to evolve, initially supported by the teacher then carried out in autonomy, the artefact being gradually adapted by the pupils in its use and its running. Based on the observations carried out on the ground, the analysis of the interactions between pupils realised using a specific model - the media square - suggests such an appropriation.
... However, learners also share files using thumb drives and as Emilie pointed out this was not feasible because she could only transfer files from her iPad to her laptop either through emails or by connecting her iPad to her laptop using the provided USB cable: "The iPad and the iPhone are not friendly with other products like you cannot insert a USB thumb drive." File transfers and document sharing are only possible via a compatible USB cable connected to a computer using the iTunes software and via cloud computing either through emails or using an internet based repository such as iCloud or DropBox (Sullivan 2013). She was unaware that she could use iTunes to manage files and applications. ...
This research paper presents the findings from the pilot study of a project exploring the potential of tablet computers in the foreign language classroom in a Malaysian public university. This article focuses on the technical amazements and challenges as experienced by a learner discovering her iPad 2 over four weeks. In-depth knowledge about the device's user-friendliness and language learning potential was gathered through a narrative qualitative approach using classroom observations, field notes and interviews. The objectives were to unveil the learner's perceptions toward the device as a novice user and to discover her strategies when handling the device for language learning. This study describes the learner's intentions for adopting the iPad as a learning tool and how she overcame technological obstacles. It provides educators with hints on the learner's tools and strategies for learning languages with the iPad as well as insights and recommendations to educators willing to venture into teaching languages with tablet computers.
... With the development of the Internet and theoretical studies on mobile learning, tablet computers have been proven to be very useful in education because of their portability, ease of note taking (EL-Gayar, Moran & Hawkes 2011), the convenient wireless access, and multiple applications (Ifenthaler & Schweinbenz 2013; Sullivan 2013). Many countries are also trying to introduce tablet computers into education. ...
As an emerging mobile terminal, tablet computers have begun to enter into the educational system. For better understanding the application and people's perspectives of the new technology in K-12 schools in China, a survey was conducted to investigate tablet computer's application, user's perspectives and requirements among K-12 students, teachers and educational administrators in urban areas in China. The findings of the study showed that people still need deeper understanding of the new technology's application in K-12 education. In addition, this study stated that in order to introduce tablet computers into K-12 education, more attention should be paid to the comprehensive design of the whole educational system, including the design of the learning support system and instructional strategies, as well as the design and development of educational software and resources.
This study explores two community college developmental writing courses that made use of mobile devices and apps, specifically iPads and iPhones, iTunes U, and Apple Books as primary learning materials and devices.
The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent small-scale studies that have found increased student motivation and engagement in learning as a result of using mobile tablets, there is a need to further examine the impact of these devices on student learning. This paper describes a study of 370 high-school graduate students learning English as a second language using the iPad in an intensive academic preparation program. The study utilised an online survey and student exam scores at the end of the 16-week treatment. Results of the self-reported data showed increased student motivation and engagement in English learning activities. Results were correlated with self-reported data and regression analysis models demonstrated that use of the iPad for specific English learning tasks correlated with better exam performance.
Mobile technologies are integrated parts of our lives, and their use in educational settings could provide new, exciting opportunities for teaching and learning. The integration of the iPad in education, in particular, is thought to bring a paradigm shift and transform the twenty-first century classroom. However, as it is relatively new and experiences from pilot projects are just now beginning to surface, little concrete research on how it can be effectively adopted in the classroom and in other pedagogical activities exists. This raises the question of how to support students and teachers to realize the full potential of the 1:1 iPad approach. We followed the principles of action research in order to explore students’, teachers’ and parents perception of 1:1 iPad approach in the classroom. Towards this, we conducted a mixed-method research and combined quantitative and qualitative data. For the needs of this research, we employed a set of questionnaires, interviews and best practice lesson plans and performed descriptive and inferential statistical analysis. The results indicate that students are more positive with reference to the iPad being an excellent tool that helps them organize and understand the course. Our future work will embrace iPad’s educational potential and emphasize on the design and implementation of orchestrated learning content.
Cette recherchepropose d’étudier et de présenter des supports susceptibles d'améliorer le processus d'apprentissage des personnesmalentendantes et sourdespar la médiation de nouveaux outils comme les tablettes tactiles.La question est de savoir si l’introduction de ces nouveaux outils, pourrait permettre la création de didacticiels adaptésaux spécificités cognitivesdes enfants sourds.Dans le contexte actuel, notre hypothèse est que les nouvelles technologies informatiques et les outils numériques (comme les tablettes tactiles) influenceraientpositivement le processus d’apprentissage des élèves sourds et malentendants.En conséquence, nous avons créé un logiciel éducatif, Digisthésia, qui a été conçu etadapté aux besoins des élèves sourdset malentendants. Le but de cet outil était de développer et d’améliorer 4 des principales potentialités cognitives : l’attention, la mémoire, la vitesse de traitement et la résolution de problèmes.Notre protocole a mobilisé 80 élèves de 7 collèges de Lyon et de la périphérie lyonnaise : 40 élèvesavec différents degrés de déficience auditive, des sujets implantés et appareillés(20 participants ont utilisé le logiciel éducatif Digisthésia / 20personnesont fait partie du groupe de contrôle) ainsi que 40élèves sans déficiences auditives (20 participantsqui ont utilisé notre logicieléducatif sur tablette tactile / 20 élèves ont fait partie dugroupe témoin).Lesrésultats indiquent que la médiation par les nouvelles technologiesa renforcé les potentialités cognitives des élèves sourds et malentendants. Nous avons observé un progrès au niveau de l’apprentissage des participants sourds et malentendants suiteà l’utilisation du logiciel éducatif Digisthésia sur tablette tactile.
Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a “best way” of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.
The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the research. Lastly, as a result of the CFA, it was understood that the obtained values (Δχ2 (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale.
Technology is shaping and reshaping K-12 teaching and learning across grade levels and subject areas. The emergence of Information Communications Technologies have changed the nature of literacy including what it means to read and write. Despite these transformations, schools have been slow to integrate technology in meaningful ways. New curricula like the Common Core have attempted to bridge the gap between teaching and learning and the use of technology; however, teacher professional development has yet to catch up with these changes. The focus of this chapter is on two models of teacher professional development used to engage and prepare inservice teachers for using digital technologies and Web 2.0 tools in their writing instruction. The authors explore the challenges and benefits of both models and discuss what they have learned about teacher professional development around technology and writing. They argue that while neither model is a "best way" of approaching teacher professional development, elements of both are beneficial in meeting the needs of teachers.
The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.
As iPads take their place in mainstream pedagogy, many educators struggle to envision how the technology might be utilized effectively in classrooms. Research reports various potentials and benefits of iPad-based teaching and learning, but does not often describe how those benefits might be realized. This article reports on a qualitative research project that observed iPad-based teaching and learning in six middle-grades classrooms across two public school districts during one academic school year. The research goals were to examine the phenomenon naturalistically, describe its best features, and share the teachers' and students' perspectives about it. Five key themes that emerged from the data are illustrated here in a richly detailed portrait that enables readers to envision and understand how iPad-based teaching and learning takes place in classrooms, and how participants perceive the phenomenon. A closing discussion addresses implications for administrators, teachers, teacher educators, and researchers. (Keywords: portraiture methodology, qualitative research, tablet computers)
Que font ces quelque 10 000 élèves du Québec (Canada) qui utilisent de façon quotidienne l’iPad en salle de classe? Quels sont les avantages de cet outil technologique à l’école? Quels sont les défis rencontrés, tant par les élèves que par les enseignants? C’est à la fois pour répondre à ces questions, mais aussi dans le but d’apporter un éclairage scientifique à cette nouvelle tendance en éducation que nous avons décidé de mettre en place une des plus importantes recherches jamais réalisées sur l’usage des tablettes tactiles en éducation, avec la collaboration de quelque 18 écoles secondaires et primaires du Québec. Nous voulions ainsi, du même coup, aider tous les acteurs scolaires (enseignants, élèves, directions d’école, parents, spécialistes, etc.) à faire un usage à la fois plus réfléchi et éducatif de la tablette tactile en contexte scolaire. Nos résultats montrent que les avantages dépassent les défis rencontrés. Les résultats présentés dans cette étude montrent à la fois que l’implantation de la tablette tactile à l’école constitue possiblement une prise de risque nécessaire pour les écoles, qu’il s’agit d’un outil technologique doté d’un potentiel cognitif étonnant, mais aussi que son arrivée en classe ne se fait pas sans heurts. En effet, l’utilisation de cette nouvelle technologie en classe peut poser des défis que les enseignants auront du mal à relever s’ils sont mal préparés. Nos résultats montrent notamment que la clé du succès d’une intégration réussie de l’iPad en contexte scolaire serait avant toute chose la formation adéquate des enseignants et la sensibilisation des élèves aux usages éducatifs et scolaires réfléchis.
What do 6,000 Quebec (Canada) students do with their iPads every day? What benefits does this technology have for education? What are the challenges for students and teachers? To respond to these questions and to shed more light on this new education trend, we decided to carry out one of the largest studies to date on the use of iPads in education in collaboration with 18 elementary and high schools in the province of Quebec, Canada. By the same token, we wanted to help teachers, students, principals, parents, educators, and other education stakeholders use the iPads for learning in more reflective and educational ways. The results show that the benefits outweigh the challenges. It would appear that incorporating the iPad into education constitutes a necessary risk for schools, and that this technological tool has breathtaking cognitive potential. At the same time, introducing it into the classroom does not necessarily make for a smooth transition. On the contrary, this new technology can pose challenges that teachers may find hard to cope with if they are caught unaware. The key to successful integration of the iPad in education is therefore to provide teachers with proper training.
Research Study Finds iPad Bolsters Student Reading and Writing Skills
- J Harmon
Harmon, J. 2011. " Research Study Finds iPad Bolsters Student Reading and Writing Skills. " AASL Hotlinks 10 (7):1–6.
Colleges Take Varied Approaches to iPad Experiments, With Mixed Results The Wired Campus blog, The Chronicle of Higher Education colleges -take -varied -approaches -to -ipad -experiments -with -mixed -results/33749 Downloaded by
- A Rice
Rice, A. 2011. " Colleges Take Varied Approaches to iPad Experiments, With Mixed Results. " The Wired Campus blog, The Chronicle of Higher Education, October 18, 2011. http://chronicle.com/blogs/wiredcampus/ colleges -take -varied -approaches -to -ipad -experiments -with -mixed -results/33749 Downloaded by [Moskow State Univ Bibliote] at 08:10 12 February 2014