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Exploring Teachers’ Adoption of iPads in Higher Education: Case Studies at the University of Hong Kong
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Exploring Teachers’ Adoption of iPads in Higher Education: Case Studies at the University of Hong Kong


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CHURCHILL, Daniel (The University of Hong Kong) …

CHURCHILL, Daniel (The University of Hong Kong)
WANG, Tianchong (The University of Hong Kong)

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  • 17% of Hong Kong people own an iPad
  • The study is not evaluating the effectiveness of using tablets in teaching, but attempting to gain a in-depth insight of how teachers adopting tablets in their teaching
  • Transcript

    • 1. Exploring Teachers’ Adoption of iPadsin Higher Education: Case Studies atthe University of Hong KongDr. Daniel ChurchillMr. Tianchong Wang
    • 2. The iPad as a Pedagogical Tool• The proliferation and growing popularity of iPads andiPad-like tablets• A potential “transformative technology” that createflexible, collaborative, and inquiry-oriented learningenvironment• Appropriate model for the use of iPads in teachingmust be developed
    • 3. Research Questions• How higher education teachers adoptiPads in their teaching practice?• How their perceptions change throughthe process?
    • 4. Participants9 participants were selected from a range of different disciplinesat HKU.Department of Mechanical EngineeringDepartment of Civil EngineeringDepartment of Electrical and Electronic EngineeringFaculty of EducationFaculty of DentistrySchool of ChineseSchool of Public HealthFaculty of LawSchool of Biological Science
    • 5. Teachers’ Private Theories(Churchill, 2005)• Teachers’ use of technology is guided by a set of privatetheories• 6 areas of teachers’ private theories were identified thatimpact instructional decision making and technologyintegration: learning, students, teacher’s role, technology,planing and design, and educational changes• These 6 areas of private theories serve as an analyticalframework for understanding the participating teachers’uses of iPads
    • 6. Piloting Study: AppsDownloaded/Used (Churchill, Fox,and King, 2012)• Productivity Tools: word-processing, document annotation, creating ofmultimedia material tools• Teaching Tools: support classroom teaching, such as those that supportconnection to a projector, mark-book, presentation tools and classroommanagement tools• Notes Tools: enable note taking in combination with audio recording,drawing and typing• Communication Tools: support communication and social networking• Drives: allow connectivity to the Cloud, network drives and a computer• Blogging: allow convenient blogging via the iPad• Content Accessing Tools: e-books, multimedia material and videoaccessing tools, etc.
    • 7. The Ongoing Study: Teachers’Perceptions and Changes• Size does matter!
    • 8. The Ongoing Study: Teachers’Perceptions and Changes• Mobile Ergonomics• Instant On• Battery Life• Easy to Use• Tactile• Apps• Access to Resources• Sharing and Interaction toSupport a more Student-CentredTeaching Paradigm
    • 9. The Ongoing Study: Teachers’Perceptions and ChangesIssues that discourage teachers to adopt iPads for teaching:Document Format CompatibilityConnecting to Classroom ProjectorFile Management, SyncingInputting Text on Touch ScreenStudents’ Ownership of Tablets (iPads/Android-basedtablets)“Technology Dance”?
    • 10. Further Work• Explore perception change through adoptingiPads• Theoretical understanding such a change• Recommendations that support teachers toeffectively adopt iPads in their futureteaching practices
    • 11. Thank youDr. Daniel ChurchillMr. Tianchong Wang