tablet in education

1. A CASE STUDY OF MODERN COMPUTING: IMPORTANCE FOR TABLET
COMPUTERS IN HIGHER EDUCATION
by
Adam Justin Lewis
Copyright 2013
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Management in Information Systems Technology
University of Phoenix

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4. iii
ABSTRACT
With the rapid growth of technology and a fast pace society, students have discovered tablet
computers, a powerful portable useful device for education. Although studies have shown
rapid growth of tablet computer adaptation within education, limited research exists
regarding how tablet computers are used for classroom performance, communication, and
leadership among college students. The purpose of the study was to explore and understand
how college students use tablet computers by interviewing undergraduate and graduate
students. Interview results of 20 college students are as follows: (a) students reported that
tablet computers were more portable, easier to use, and convenient devices over laptop
computers; (b) in regard to classroom performance, students expressed that the use of e-text
books combined with tablets was a faster method of searching for a specific subject over
standard paperback books; (c) in regards to leadership, many students believed that tablets
are only a tool for leaders but not an essential tool for leading people; and (d) in regard to
communication, students expressed that tablet computers was an essential tool for team
projects and communicating with their professors and peers while on the go. The study
includes a discussion of future research in leadership’s use of technology in the workplace,
college professors’ perceptions of tablet computers in the classroom, and marketing modern
tablet computers.

5. iv
DEDICATION
This dissertation is dedicated to my family who has provided encouragement and
support throughout my educational journey. To my wife, Jennifer, who understood and
supported me all through this life-altering journey. To my son, Zane, let this research always
be a reminder that anything is possible if you follow your heart and work hard. I love the
both of you so much.

6. v
ACKNOWLEDGMENTS
Writing a dissertation has its difficulties, as the path to completion at times seems
distant and the end nowhere in sight. I have had a wonderful support team that assisted me
along the doctorial journey. First, I want to acknowledge my mentor, Dr. Mary Weber, for
her guidance and patience as she stood by me from day one and lived the dissertation journey
with me. Second my committee members, Dr. Laura Ann Migliore and Dr. Bruce Laviolette
as they have been a vital role in providing support and feedback throughout the doctoral
process. I would also like to thank my friends, coworkers, and classmates as they all have
been a support team in keeping me focused on my goal. I would like to recognize and thank
Oklahoma Christian University for allowing me to conduct research on their campus. I
especially want to recognize Dr. Ken Johnson, Oklahoma Christian’s Graduate School of
Business Chair and Dr. Bill Luttrell, Institutional Review Board Chair for their local support
in providing the means to conduct research at Oklahoma Christian University. Finally, I
would like to recognize my mother, father, sister, Jennifer, and Zane for their patience and
love they gave during my doctoral journey. Without the support of my family I would not
have been able to obtain my goal. Thank you all for everything!

7. vi
TABLE OF CONTENTS
Contents Page
List of Figures....................................................................................................... xii
Chapter 1: Introduction............................................................................................1
Background of the Problem ............................................................................1
Statement of the Problem ................................................................................3
Purpose of the Study........................................................................................4
Significance of the Problem............................................................................5
Nature of the Study..........................................................................................7
Research Questions .........................................................................................8
Theoretical Framework .................................................................................10
Definition of Terms.......................................................................................13
Assumptions ..................................................................................................14
Scope and Limitations...................................................................................14
Delimitations..................................................................................................15
Summary........................................................................................................15
Chapter 2: Review of the Literature.......................................................................16
Historical Overview.......................................................................................17
Gaps in Literature..........................................................................................19
Tablet Computer Users..................................................................................20
Generation X.....................................................................................20
Generation Y.....................................................................................20
Research on Tablet Socialization and Behavior...........................................22

8. vii
Tablet computing and socialization..................................................23
Tablet Computer and behavior .........................................................25
Research on Leadership, Classroom performance, and Communication....28
Leadership and tablet technology ...................................................30
Tablet computers and classroom performance...............................33
Tablet computers and communication............................................36
Maslow’s Hierarchy of Needs.......................................................................36
Andragogy .....................................................................................................37
Case Study Research .....................................................................................39
Appropriate use of a case study........................................................39
Types of case study data ..................................................................40
Case study sampling .........................................................................40
Case study data collection and analysis ...........................................41
Ethics within case studies .................................................................42
Conclusions....................................................................................................42
Summary........................................................................................................43
Chapter 3: Method .................................................................................................44
Research Method and Design Appropriateness............................................44
Research Questions .......................................................................................45
Population ..................................................................................................46
Sampling Frame.........................................................................................47
Informed Consent.......................................................................................47
Confidentiality ...........................................................................................48

9. viii
Geographic Location..................................................................................49
Instrumentation ..........................................................................................49
Data Collection ..........................................................................................50
Data Analysis.............................................................................................51
Credibility and Dependability....................................................................53
Summary....................................................................................................54
Chapter 4: Results..................................................................................................55
Data Collection and Coordination .............................................................55
Pilot Test Procedure and Results ...............................................................55
Procedure of Study.....................................................................................56
Demographic Data .....................................................................................57
Research Questions....................................................................................59
Findings......................................................................................................60
Response Analysis .....................................................................................61
Question 1 .........................................................................................61
Question 2 .........................................................................................62
Question 3 .........................................................................................62
Question 4 .........................................................................................63
Question 5 .........................................................................................64
Question 6 .........................................................................................65
Question 7 .........................................................................................66
Question 8 .........................................................................................67
Question 9 .........................................................................................68

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Question 10 .......................................................................................70
Question 11 .......................................................................................71
Question 12 .......................................................................................72
Summary....................................................................................................73
Chapter 5: Conclustion and Recomendations........................................................75
Catagories, Themes, Implication of Findings,
and Connection to Literature .........................................................76
Communication.................................................................................76
Hardware...........................................................................................77
Campus..............................................................................................78
Leadership.........................................................................................79
Enjoyment .........................................................................................80
Relationships.....................................................................................80
Theoretical Discussion...............................................................................80
Research Questions Conclusions...............................................................82
Limitations of the Study.............................................................................83
Recommendations for Future Research.....................................................85
Benefits to Leadership ...............................................................................86
Recommendations to Okalhoma Christian University ..............................87
Conclusions................................................................................................90
References..............................................................................................................91
Appendix A: Interview Protocol .........................................................................102
Appendix B: Informed Consent ..........................................................................105

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Appendix C: Confidentiality Agreement ............................................................106
Appendix D: Permission to Use Premises ..........................................................107
Appendix E: Rollup of all Themes and Summary of Experinces .......................108

12. xi
LIST OF FIGURES
Figure 1: Tablet computing relationship chart ......................................................10
Figure 2: Educational program enrolled participants............................................58
Figure 3: Location participants generally use their tablets for
educational purposes .....................................................................59
Figure 4: High-level data collection and analysis process ....................................60
Figure 5: Responses by degree concerning whether tablet computers are an
important tool for college...............................................................66
Figure 6: Participants’ perceptions of tablets influencing enrollment...................72

13. 1
Chapter 1
Introduction
Tablet computers appeal to many college students in terms of (a) promoting
leadership, (b) increasing performance in the classroom, and (c) improving communication in
a mobile environment (Li, Pow, Wong, & Fung, 2010). Over the last twenty years,
technological solutions in the classrooms have transformed the way students learn and
interact with instructors and peers (“Review of Computers in the Classroom,” 1997).
Current technological solutions in the classroom occur through personal computers, smart
boards, and smart phones to enrich the experience for the students (Cudd, Lipscomb, &
Tanner, 2003; Johnson, Sullivan, & Williams, 2013). With the recent tablet technology
phenomenon, students are discovering the benefits of using modern computing as tablet
devices are becoming a popular alternative to personal computers (Li et al., 2010). The use
of tablet computers in higher education among students has raised curiosity among scholars
regarding the negative and positive effects tablet computers have on college students. The
purpose of the study was to understand and explore how tablet computers used by students
for leadership, classroom performance, and communication within higher education. Chapter
1 includes a discussion about the problem under investigation; a discussion of how the study
contributes to research, leadership; and research questions, which guided interviews to
explore and gain understanding how tablet computers are used by college students or
leadership, classroom performance, and communication.
Background of the Problem
Computer technology has advanced at record rates over the last 20 years, providing
opportunities for society to advance in new directions (“Review of Computers in the

14. 2
Classroom,” 1997; Smith, Bichelmeyer, & Horvitz, 2007). The latest trends appear to be
moving from laptop computers to tablet devices as a norm for computing (“Carphone
Warehouse,” 2011). Tablet computers continue to shape and direct businesses in ways
previously unimaginable. From medical research to grade school classrooms, computer
technology has redefined the possibilities for users to become more productive in their daily
tasks. The phenomenon is nothing new; in 1975, research indicated that many computer
users were skeptical about computers in classrooms, health care, and other professions (Ahl,
1976). Similar skepticism and uncertainty exists today as tablet users rely on software
developers to take the tablet computer into different occupations and venues for use.
The popularity of tablet computers over the last three years is not unexpected because
research has shown that tablet devices are expected to carry the technological industry
forward by generating over 49 billion dollars by 2015 (Kucera, 2011). The transition from
standard laptops and desktops to tablet devices poses potential for positive and negative
behavior changes (Hurlburt, Voas, & Miller, 2011). The millennial generation appears to be
addicted to electronic devices, with three out of four students feeling they cannot live without
some sort of electronic device in their daily activities (Education Database Online, 2011a).
In some reported cases, college students appeared to show symptoms similar to those of
alcoholics and drug abusers when experiencing withdrawal from their electronic devices
(Education Database Online, 2011a).
Teens who spent more than 5 hours per day on the Internet or playing videogames
had a significantly higher rate of suicide, depression, and lack of confidence among
themselves compared to those who do not use these devices (Messias, Castro, Saini, Usman,
& Peeples, 2011). A rising epidemic has the potential to have a lasting effect for many years.

15. 3
Electronic devices capture the youth’s attention to the point where reality and fiction become
one (Clark & Scott, 2009). In addition, many current millennial college students have grown
up with videogames, computers, and other technologies as part of their childhood, only to
foster and promote a technological society.
Addictive behavior presents a problem for society because millennials are the
replacement workforce for retiring baby boomers. Researchers’ question how millennials
will fit into the workforce and how the workforce will adapt to their behavior. Leadership
currently is facing challenges to become creative in an effort to connect to this technological
generation (DeLancey, 2010). Rather than trying to conform the millennial generation to
older standards, an opportunity exists for leadership to exploit millennials technological
behavior; first, to help move a company forward, and second, to identify and establish a need
for this younger generation. Technology can appear as a positive or negative in any situation
depending on how it is used.
Statement of the Problem
The general problem is college students appear to be addicted to technology, with
three out of four students believing they cannot study without electronic devices (Education
Database Online, 2011a). In addition, three out of four students prefer digital textbooks on
tablet computers to traditional hardback books (Education Database Online, 2011b). Nearly
90% of all college students have a perception that tablet computers provide methods to
become more efficient with their time (Education Database Online, 2011a). A recent study
on digital devices found 98% of college students currently own and use a digital device on a
daily basis (Education Database Online, 2011a).

16. 4
The specific problem is that after 10 minutes of electronic device use, 38% of college
students showed having symptoms of withdraw (Brody, 2006). This addictive behavior
prompted the University of Maryland to conduct an experiment in which students were asked
to give up their electronic devices for 24 hours (“Too much screen time,” 2011). The
behavior the students expressed and demonstrated were similar to drug and alcohol
withdrawals (Brody, 2006). Addiction, tablet devices will continue to increase as a 52%
annual increase in sales was expected for 2012 (Kucera, 2011). Addictive technological
behavior has the potential to lead to other psychological problems in and out of the classroom,
such as obsessive-compulsive disorder, ineffective coping with situations, and stress. A need
existed to explore and gain understanding of college students’ use of tablet computers for
educational purposes. The intent of the research case study was to explore how tablet
computers used by a convenience sample of students for leadership, classroom performance,
and communication within higher.
Purpose of the Study
The purpose of the qualitative case study design was to understand how college
students use tablet computers for leadership, classroom performance, and communication by
interviewing undergraduate and graduate students from Oklahoma Christian University in
Edmond, Oklahoma. Study participants were current owners who use tablet computers for
educational purposes. The intent of the research study was to determine how tablet
computers are used by students for leadership, classroom performance, and communication
within higher education.

17. 5
Significance of the Problem
The tablet computer has grown in popularity throughout the world in recent years,
leading the information technology market in personal computers (Jefferson, 2010). Reports
have indicated that even though the United States is struggling economically, consumers are
choosing to purchase tablet computers instead of less expensive netbooks (Jefferson, 2010).
Software companies have developed applications for a range of uses with tablet computers.
A growing trend of application accessibility has caused buyers to favor tablet computers over
personal computers. Tablet technology differs from personal computers, as they are more
mobile and simplistic. Tablet computers have the potential to shape and develop leadership,
classroom performance, and communication due to mobility and ease to converse with
anyone in the world within a few touches. Mobility of tablet computers provides students an
opportunity for faster responses to questions when working with teams and connected to
questions with their instructors and when collaborating with other students in class or out of
class. Laptops and personal computers lack the mobility and simplicity that the tablet holds.
Combining mobility and simplicity of tablet computers, potential users exposed to
addiction through mainstream media and social pressure. With a 52% increase in tablet sales
from 2011 to 2012, businesses across the world are devoting effort to bring technology into
their business model in an effort to boost revenue (Kucera, 2011). Businesses to include
educational institutions are providing technological opportunities for users to be more
efficient with their time when using tablet computers; therefore, younger generations are
adapting and assisting in evolving business models to accept tablet technology.
Significance of the study. Publishers Association found that, in the United States,
12% of the total population currently owned or used a tablet device, with growth forecast to

18. 6
top 23% by 2012 (Anonymous, 2011). Students currently seek any method possible to
introduce tablet computers into their educational environments. The study is significant to
education environments as well as industries that depend on the magnitude of millennial
workers. In addition, the study could offer small and large computer-based businesses
insight into how tablet computers used by students who will soon enter the workforce. With
tablet computers being relatively new, uncertainty about the tablet technology and its
application in the classroom is still questionable (Anderson, Schwager, & Kerns, 2006).
Significance of the study to leadership. Tablet computers are becoming part of
daily business operations in many industries to include education. The study outlined many
leadership roles internal and external to the college environment that could be interesting to
the educational environment and business world. From a leadership perspective, this study
serves as a foundation to grow and shape new leadership models on how to connect with
younger generations who are dependent on electronic devices. The research study will also
identify potential methods for educational leaders to expand and develop their classroom
curriculum to attract future students. From a technological standpoint, electronic device
companies could benefit by understanding how college students use their devices in a college
environment. Software and hardware companies could benefit from this research study by
learning where gaps in current hardware and software exist from a student’s perspective. By
understanding where the hardware and software performance gaps are in current technology,
educational institutions, electronic hardware manufacturers, and software companies can
make appropriate shifts to provide better products or services to meet the demands of future
students in leadership, classroom performance, and communication.

19. 7
Nature of the Study
The study investigated 20 college students and their use of tablet computers in higher
education for leadership, classroom performance, and communication. To capture students’
uses of tablet computers, a case study methodology was required to answer the research
questions. Interviewing human subjects in a qualitative manner uncovered an in-depth
knowledge of the contemporary phenomenon during an interview with probing questions
based on responses to previous questions. The nature of the study was to explore the modern
phenomenon of how tablets used for leadership, classroom performance, and communication
by using qualitative methods to capture, analyze, and report the themes from 20 college
students.
Overview of the research method. The qualitative case study design through the
use of face-to-face interviews, explored college student’s perceptions of table computer’s
role in leadership, classroom performance, and communication. Face-to-face interview
protocols provided participants an opportunity to share their experiences and perceptions
concerning how tablet computers affect their performance both inside and outside the
classroom. A goal of the study was to determine how college students use tablet devices to
assist in successfully meeting the rigorous demands of a college curriculum in a fast pace
society. Because tablet computers are only in a second or third generation or version, limited
research is available describing how college students perceive and use tablet computing for
leadership, classroom performance, and communication. Since minimal research has been
conducted on how tablet computers are used for leadership, classroom performance, and
communication it was appropriate to collaborate with students and capture their phenomenon
as they are considered to have first-hand experience.

20. 8
Overview of the design appropriateness. A qualitative case study served as the
foundation to investigate the current problem. A case study was most appropriate to explore
how college students use tablet computers for leadership, classroom performance, and
communication for understanding such contemporary complex subject. The overall goal was
to examine a convenient sample to understand how college students use tablet devices in
their daily college studies. To establish the research goals, a qualitative research study in the
form of a case study served as the framework to collect participants’ perceptions regarding
the popular phenomenon of tablet computers within higher education. Case studies with the
help of phenomenological approaches were used to triangulate and examine to gain more
knowledge and understanding about one’s real-life context through a scientific approach,
such as standardized interview practices that incorporates flexibility (Applebaum, 2012).
Flexible interview techniques allowed the researcher to explore the experiences of college
students who use tablet computers for leadership, classroom performance, and overall
communication. The case study was appropriate in nature as there was a case of living
subjects with knowledge pertaining to a recent and new phenomenon. Quantitative analysis
was not chosen for this research as putting a quantifiable number does not explore the deeper
meaning of specific experiences students are experiencing when using tablet computers.
Research Questions
Research questions served as the foundation and continuity of this research
investigation, as every aspect of the study should address and challenge one or more of the
identified questions (Alvesson & Sandberg, 2011). Focusing on college students and their
perceptions and experiences with tablet computers within higher education, questions
emerged on how these technological devices used for leadership, classroom performance,

21. 9
and communication. The questions framed the research project by providing interview
protocol for seeking deep meaning into this phenomenon. The purpose of the qualitative
case study design was to explore how tablet computers assist college students in and out of
the classroom through interviews with undergraduate and graduate students who identified
themselves as currently owning and using tablet computers within higher education. The
specific question guiding this qualitative case study design was, How do college students
utilize tablet computers in and outside of the classroom for, leadership, classroom
performance, and communication overall?
The research question was descriptive in nature, which allowed the researcher to
acknowledge how variables interact (Stake, 1995). Descriptive semi-formal questions were
used to obtain information on tablet computers and their roll in assisting college students
within communication, leadership, and classroom performance; therefore, a descriptive
question was appropriate for this research study. Participants chosen for the research study
were asked a series of open-ended questions and encouraged to elaborate on their
experiences pertaining to tablet computers for educational purposes. A semi-structured, but
flexible, interview protocol allowed the researcher to formulate further open-ended questions
based on the participants’ responses to previous questions. Using open-ended question
provided the participant an opportunity to disclose the phenomenon experienced for data
collection regarding how students use tablet computers.
The study sought to answer three questions:
RQ1. How do college students utilize tablet computers in and outside the
classroom for communication?

22. 10
RQ2. How do college students utilize tablet computers in and outside the
classroom for leadership?
RQ3. How do college students utilize tablet computers in and outside the
classroom for classroom performance?
The dissertation model (Figure 1), a general question framed by the three research
areas forms a foundation for focused research. RQ1 explores how students use tablet
computing for leadership among themselves and with their peers. This question will address
which applications and functions of the tablet aid in leadership. RQ2 will focus on
applications, usability, and functionality of tablet computers that increase overall classroom
performance of the student. RQ3 will explore students’ perceptions and experiences in using
tablet computing to communicate with their colleagues and professors. RQ3will also identify
the types of applications students use on a regular basis for communication.
How do college students utilize
tablet computers for:
Leadership?
School
Performance?
Communication?
Figure 1. Tablet computing relationship chart.
Theoretical Framework
Theoretical Framework is the foundation in which a study is grounded to germinal
theories. The theoretical framework that served as the foundation of the study involved two

23. 11
theories, Maslow’s hierarchy of needs and the adult learning theory. Maslow’s hierarchy of
needs was the guiding theory for the study as research has shown signs of addition among
college students to electronic device. The adult learning theory also served as a support
theory for understanding learning concepts college students experience when in a learning
environment.
With millennials expressing signs of addiction to electronic devices, value and
priorities of millennials are quite different from previous generational groups, demonstrating
a social change. Addiction in general, is considered a need rather than a want. Students have
demonstrated in previous studies a strong need for electronic devices as part of their daily
lives. Maslow’s hierarchy of needs outlines a five-tier approach with one’s basic fundamental
needs being at the bottom with self- actualization being at the top (Maslow, 1943). The five
hierarchies are physiological, safety, love/belonging, esteem, and self-actualization. The first
four needs are to be considered the “deficiency needs” (Maslow, 1943). If one of the four
areas is lacking, physical signs and symptoms could arise to include being anxious, tense,
and lack of motivation (Maslow, 1943). Maslow (1943) also identified that motivational
drive is directly associated with satisfaction and dissatisfaction of other drives that an
individual has encountered. This is relevant to the problem under investigation as students
have to be motivated in some capacity to voluntary attend college where a rigorous learning
process is demanded.
Adult learning theory has many facets such has learning styles, motivation, and
active and passive learning (Yang, 2004). The general learning theory categorizes and
assumes the learning process is the same for children and adults (Yang, 2004). Adult
learning theory supports in understanding how college students have adapted a new

24. 12
technology to a traditional educational process to become better students in leadership,
classroom performance, and communication.
There are many perspectives on how tablet computers fit within society today. Many
struggle to see the paradigm shift that is taking place around them as they have conformed to
laptop computers as the end all of computing. Struggling to see the paradigm shift from
laptop computers to tablet computers could be because many are upgrading from a desktop
computer to a laptop and see very little value in using a smaller, lower performing tablet that
costs as much as a laptop. Another reason could be because generational differences among
users.
Many controversies surround tablet computers, with major hardware companies
competing for market share. However, such controversies among software developers and
their target markets, including education, are constant. Education appears to embrace
technology, but institutions may lack support from internal and external sources to embrace
such technology. Textbook publishers are slowly making the paradigm shift to e-books, and
institutions are potentially losing money when students decide to purchase e-books.
Institutions also perceive the tablet device as an aid or another tool in the student’s toolbox
rather than a sole computing device for college.
An important issue revealed in the literature review is that tablet computers are
considered old technology because they have been around since the late 1940s in the U.S.
Navy (Atkinson, 2008). The literature review indicated that tablet computers have
continuously failed to capture society’s attention over the last 60 years. In 2010, another
attempt at deploying tablet computers in society finally captured consumers and students
(Goral, 2011). The question researchers may find interesting is why now. What variables

25. 13
have changed over the last 60 years to make tablet computers such a success today? A large
part of this transition came in the form of an iPod in the early 2000s, when Apple, Inc.,
invented the iPod, which caught the attention of celebrities giving the image of addiction and
must have items (Manez, 2006). Students see electronic devices as a motivational tool, which
aligns within Maslow’s hierarchy of needs and the adult learning theory.
Definition of Terms
Within the technological career field, many terms are interpreted in many different
ways. People interpret phrases and words based on their previous experiences and
knowledge base developed over their lives. The study uses the following definitions of terms.
Tablet computer. The tablet computer is defined as a large area or space for
simultaneous use of several views of digitized images (Sutherland, 1974). Tablet computers
incorporate the use of stylus and hands that provide gesture motion to aid in controlling the
device (Lee, Buxton, & Smith, 1985; Sutherland, 1974). Modern tablet computers
incorporate large touch-sensitive screen technology to serve as an output and input device to
the user (Atkinson, 2008).
Wireless technology. Wireless technology represents a paradigm shift from
traditional local area network lines and is a technology that enables wireless Internet access
(Song et al., 2008). Wireless technology was seen as a major paradigm shift in the 2000s and
now is socially been accepted among most industries (Song et al., 2008).
Wireless Internet. Wireless Internet refers to connecting an electronic device to the
Internet and other devices via a Wi-Fi or broadband cellular card (Smith, 2010). Wireless
Internet is the backbone to connecting and communicating with other devices without the use
of cables.

26. 14
Assumptions
Numerous assumptions apply to the study, as the researcher trusted the information
provided by the participant during the selection process and interview protocol. The first
assumption was the college students who participated in the interview responded honestly.
The second assumption was the college students who participated in the research study
currently use a tablet device in some educational manner. The third assumption was college
students who participated did so voluntarily. The fourth assumption was college students
who participated in the research study may use different tablet manufacturers’ devices. Fifth,
the college students who participated in the research study may be partial to Apple products
because Oklahoma Christian University is an Apple campus. An Apple Campus is
educational institution that issues Apple Inc. products to its students, to include laptops,
tablet computers, and cell phones.
Scope and Limitations
The scope and limits of the research study served as the boundary’s in which the
researcher must confine during the interview protocol. A limitation of the study was the
honesty of the participants while being interviewed. Time constraints limited interest among
the participants. Credibility of this study was limited to the dependability of the instruments
used. Surveying only Oklahoma Christian University students limited the credibility of the
study. The participating college students from Oklahoma Christian University may not
represent the views of all college students who use tablet devices for educational purposes.
Oklahoma Christian University is the only Apple, Inc., campus in the state of Oklahoma;
therefore, limitations could include the device students have access to, as Apple iPads are an
option for students to pick from upon enrolling. In regards to research bias, the researcher is

27. 15
an alumnus from Oklahoma Christian University, which provided a convenient opportunity
to sample a small population of students.
Delimitations
Twenty college students from Oklahoma Christian University who currently use
tablet computers for educational purposes where randomly selected to be the subjects of this
research study. A standardized protocol of interview questions guided interviews to obtain
data for analysis. To ensuring all participants were comfortable, the University provided a
secure and quiet office for the interview process. The study consisted of undergraduate and
graduate students from Oklahoma Christian University only. Due to Oklahoma Christian
University being an Apple Campus, a delimitating factor could be based around Apple Inc.
products such as the iPad, as they are distributed to students upon enrolment.
Summary
Chapter 1 included a background of the research. Chapter 1 included discussions of
the problem, purpose, research question, significance, nature, limitations, theoretical
framework, and delimitations for the study, identifying the increasing popularity of tablet
computers among college students for educational purposes and the potential concern for
addiction to tablet computing. The goal for the qualitative case study was to explore and
gain understanding of college students’ perceptions using tablet computing and how tablet
computers are used for leadership, classroom performance, and overall communication.
Chapter 2 includes a review of past research to serve as a foundation for the study and to
assist in understanding tablet computing’s role in education and society. Chapter 2 also
includes a discussion on leadership theory, computer’s role in leadership, classroom
performance, communication, methodology, and theoretical framework.

28. 16
Chapter 2
Review of the Literature
Tablet computers have recently become an important part of society, especially for
individuals who lead busy lives and need portable computer connectivity. Tablet devices
seem to be used largely for playing games, reading books, and browsing the Internet, the
potential for their use in other areas is present if improvements are made. Tablet devices have
made their debut in businesses, medical facilities, and higher education as potential devices
to assist in improving individuals’ daily productivity. The increasing popularity of tablet
devices in higher education facilitates students’ having essential information, including
books, e-mails, and assignments, in mobile environments. Many students report that laptops
are expensive, bulky, and not practical for carrying around (Carlson, 2006). The use of tablet
computers provides a mobile experience for instant connection while on the go. Tablet
devices are all-in-one computers, which serve multiple purposes for users through their
unique design. The use of tablet computers in higher education could prepare future
graduates for a high-tech workplace, giving students a competitive technological edge over
their competition. In contrast, research has shown that many students still rely solely on
laptop and desktop computers as their main electronic device for educational purpose
(Education Database Online, 2011). Chapter 1 included an outline of the problem, purpose,
significance, nature, framework, assumptions, and the scope of the research project. Chapter
2 includes research on current and historical literature on tablet computers and their
relationship to leadership, school experience, and communication.

29. 17
Historical Overview
Tablet computers are becoming a popular technological solution that lies between
smart phones and laptop computers (Copeland, 2010; Strohmeyer & Perenson, 2011).
Current hardware characteristics of tablet computers originated from previous technologies
used by the U.S. Navy (Atkinson, 2008). In 1946, the Navy began using pointing devices
known as light pens to select symbols on a display screen to identify and analyze aircraft
stability as well as display text pertaining to the aircraft (Atkinson, 2008). Tablet technology
was short lived because it was expensive and not practical for most businesses. Two decades
later, touch-screen technology was developed. Dr. Samuel Hurst of the University of
Kentucky discovered touch-screen technology in 1969 and developed the first touch screen in
1979 (Atkinson, 2008). By the end of the 1970s, technologies to construct a tablet computer
had been identified and developed. Tablet technology set the foundation for future
technologies to build on. However, tablet technology would lie dormant for almost two more
decades before catching the eye of computer manufacturers.
Tablet computers, also known as convertible computers in the 1990s, gained
popularity in an effort to replace desktop computers. However, many business users felt that
the convertible computer would assist only in personal computing. According to Murphy,
Wong, Martin, and Edmiston (2009), 13 of 14 physicians believed that tablet computers
would not replace desktop computers in their practices. Although tablets were well received
among their patients, the tables required a greater learning curve for the user than traditional
computers had. A steep technological learning curve added overhead cost to businesses,
which many companies were not ready to invest in (Murphy et al., 2009). Convertible
technology was quite expensive compared to laptops and desktop computers, making tablets

30. 18
scarce among the technological population. Convertible computers had to run on a specific
operating system modified to support the touch-screen technology. However, in 2007, smart-
phone technology began to revolutionize mobile computing with the release of the invention
of the year, the first iPhone from Apple, Inc. (Grossman, 2007). Apple’s new iPhone revived
the idea of tablet computers as hardware developers watched the society embrace
smartphones.
In 2010, 30% of the potential netbook buyers purchased an Apple iPad because they
felt that the tablet would be the better choice (Joss, 2010). In 2010, Apple released the first
iPad in the United States in an effort to bridge the gap between smartphones and personal
computers. Apple sold approximately 14.8 million iPads in 2010, 7.3 million were sold in
the last quarter (Black, 2011). Skeptics doubted the technology because they perceived the
device to be just a big iPod Touch with the same functionality as the iPhone and iPod Touch.
It was not until the developers began developing specific iPad apps that it caught the
attention of business leaders, educators, and the general population. By 2010, a dense
population of smartphone users had the opportunity to experience the powerful computing
technology as they browsed the web, checked e-mail, and interacted in social networking
sites. Mobile computing technology left the smartphone population wanting more from
electronic devices.
Though tablet computing is new, many still rely on personal computers to fill in
where the tablet falls short. College students must rely on personal computers to complete
assignments because there are no applications for tablets that have the same capabilities as
those for a PC. To students, tablets are not seen as a necessity because they still lack
capabilities to fully meet the needs to be successful in college. To keep the momentum of the

31. 19
tablet computer moving forward, application developers must assist in bringing tablet
computing capabilities to the level of personal computers to capture a larger population.
Gaps in Literature
The search for scholarly articles on tablet computing was limited due to the nature of
the subject and the technology. Trends and gaps in the research were identified, with little
research dated before 2009. Gaps in the literature include the historical evolution of the tablet,
scholarly documentation regarding what spawned the idea of a tablet device and why
constant reintroduction of tablet devices failed, and scholarly research on the table. In many
cases, research conducted outside of the scholarly databases returned more sources on tablet
computing, leading to another problem of validation. Being able to verify and validate
articles became a difficult because many articles were opinion pieces in blogs or newspapers.
In addition to the World Wide Web validation of opinions, a lack of historical
published research within the peer reviewed databases presented a gap. In search for the
history of tablet hardware, only one article was found, dating back to 1946, in which the U.S.
Navy used light guns to point at a screen (Atkinson, 2008). It was not until the late 1990s
that technology of convertible computers began to bring technologies together to form the
first tablet type device.
The second gap revealed by the literature search was that tablet computing is not a
new technology, yet it continues to be reintroduced. The reintroduction of tablet computing
spawned questions regarding why the technology continues to return after previous failures.
The limited peer-reviewed articles found described what triggered the idea of tablet
computing for each previous tablet iteration. The gap in literature initiated questions that
focused on timing, application of development, and sociological acceptance.

32. 20
Tablet Computer Users
In 2011, Apple was expected to sell 31 million iPads to users across the world (Ratner,
2011). The rapid growth of tablet computers over the last year captured the eyes of all
generations, to include business leaders, students, and medical field workers. The Online
Publishers Association (OPA) found that, within the United States, 12% of the total
population owned or used a tablet device with growth forecast to top 23% in 2012
(Anonymous, 2011). The OPA study also determined that men were 60% more likely to
purchase a tablet device than women were (Anonymous, 2011). Of the 60% of men
identified, 48% were between the ages of 18 and 34 (Anonymous, 2011). Most tablet users
are categorized as generation Y and generation X members, so computer technology, in
general, is not a foreign idea to these generations.
Generation X. Generation X is the second smallest cohort of the Traditionalist,
Baby Boomers, Generation X, and Generation Y generations. At a population of 66 million,
Generation X’ers are considered the Sandwich Generation because they are between the two
largest groups: Baby boomers and Generation Y (Gesell, 2010). Video games and MTV
were part of Generation X childhoods and may have led to the lack of desire for freedom in
the workplace (Nicholas, 2009). Skeptical behavior towards new changes was typical of a
Generation X worker, including technology for some of the older Generation X members.
Generation X workers prefer a straight-forward, honest management approach, which require
leaders to do as they promise (Nicholas, 2009).
Generation Y. Generation Y, also known as Millennials, is a large population
challenging the workforce created by previous generations. At 84 million, Generation Y is
the largest population group of baby boomers, Generation X and traditionalist (Census

33. 21
Bureau, 2012). However, approximately 63 million Millennials are at the legal age to work
within the United States (U.S. Census Bureau, 2012). Generation Y members were born
between 1980 and 1999. The Millennial generation is considered the replacement generation
for retiring baby boomers.
A technology-infused mindset is typical for Generation Y members because they
were born around the technology boom. Therefore, computing concepts have been a part of
Millennial’s daily lives. Being surrounded with technology and living in the current fast-
paced world, Generation Y has developed multitasking skills and the ability to see the big
picture in daily tasks (Gesell, 2010). A rising concern for the Millennials is that they are
relying on technology such as the World Wide Web as a their source for facts because they
browse web pages with opinions and political motivations rather than finding germinal
records as a sound source for reference. Previous generations relied on hardbound books
found in public libraries and other institutions for information. Concerns’ regarding the
World Wide Web and the information hosted in cyber space raises potential issues of
reliability of the material. This same concern is found with hardbound books, however with
the ease and accessibility of the World Wide Web, publishing and sharing information for the
world to see is much easier.
Generation Y members are the most challenging workers for leaders to manage
because they constantly challenge the norm and want to know “why,” giving this generation
the letter Y (Gesell, 2010). The constant questioning from Generation Y is not the norm for
the other generational cohorts because other generations were not exposed to emerging
technology such as personal computing as a gateway for information. Therefore, society has
had to adapt to the technology demand posed by the large population of Millenials in an

34. 22
effort to evolve. Unlike other generations, Generation Y members are persistent in seeking
instant gratification or feedback regarding any effort they are involved in (Gesell, 2010).
A workplace for Generation Y is viewed differently from that of other generations.
Working at home or lounging at a coffee shop could be seen as a work environment with the
help of computer technology. It is this technology that comforts generation Y and leaves
other generations feeling left out and lost. Being a team player is a value Generation Y holds
higher than other generations (Fogarty, 2008; Gesell, 2010). However, structured teams are
not the norm because Generation Y teams prefer to break things down into manageable tasks
for each member to work and then compile the results for a final product (Fogarty, 2008).
This strategy relies on technology as an instrument for this generation to work independently
as well as collectively to be as efficient as possible.
Research on Tablet Socialization and Behavior
Technology is constantly struggling to gain momentum among optimistic users
because they doubt the capabilities new devices or services will provide. User understanding
of how technology will assist users is one of the hurdles manufacturers face when deploying
a new product or service. In 1975, a research study was conducted to capture the knowledge
of society and computers (Ahl, 1976). The study reported that most of the subjects surveyed
were optimistic regarding the benefits a personal computer could have on society (Ahl, 1976).
This same optimistic behavior is present today, as new emerging technologies such as tablet
computers transform and evolve society.
Previous attempts to reveal tablet computers have failed previously. In each previous
attempt, users failed to embrace or accept tablet technology because of the society did not
have a requirement to adapt and support new hardware and software. Society now has

35. 23
evolved to accept and support such technology through application development and
hardware.
Tablet computing and socialization. Socialization is a paradigm shift in a process
to adapt ideologies and norms for an evolving continuous society (Rahmatabadi, Zamankhani,
& Yazdani, 2011). The ideal state of any new technology is to be accepted and embraced
with users coming to rely on the product or service as a means to complete day-to-day tasks.
Socialization among technology is not always favorable for technology manufacturers
because users may or may not be ready to adapt and change to a new product. In many cases,
adolescents had been exploited to push society to adapt new technologies (Luczak &
Younkin, 2012). In many instances, the user may need to feel pain to evolve and embrace
the new technology.
Personal computers currently fill people’s needs to conduct day-to-day tasks.
However, the characteristics of personal computers limit the usability of these devices in a
mobile society. Smartphones quickly adapted to mobile users as a means to provide mobility,
portability, and usability. However, smart phones provided outstanding service to many
users but still had limitations leaving society searching for more. Smartphones paved the
path for tablet computing because smartphone users were already demanding a mobile device.
The size of the device became the questionable variable in tablet computing as many of the
smartphone users were evolving and accepting smart phones in their day-to-day lives. With
the applications, users began to rely on their smartphones to access e-mail, websites, and
other commonly used programs throughout the day. Application development assisted in
bridging and transforming cellular technology with mobile computing. Without the
applications, smartphones would be nothing more than sophisticated cellular phones for

36. 24
receiving and placing calls. This same concept is what brought tablet computing to the
forefront of modern computing.
In 2010, Apple released the first generation iPad in an effort to bridge the gap
between smartphones and personal computers. As prior research has shown, users became
optimistic regarding the functionality and purpose of the iPad because it was viewed as a
large iPod or iPhone. In 2010, e-books were becoming popular because they allowed users
to carry entire libraries in a single electronic device. Many users saw the iPad as an e-book
reader rather than as a personal computer because of the limited support from application
developers. At the time of the iPad launch, very few applications were available for
downloading to demonstrate the capabilities of a tablet device. Thus, users were uncertain
about using this tablet because they were accustomed to the norm of thousands of
applications currently available for smartphones. In 2010, the iPad was the first modern
tablet to be released in an effort to transform society from personal computers to a mobile
computing platform.
As application developers began to see the demand for applications, momentum
shifted from smartphone development to tablet application development. The smartphone to
tablet shift allowed application developers to capture larger audiences for their software as
well as new users who only had tablet computers. One of the largest and first industries to
accept and push the tablet computer was the medical field. Doctors and nurses across the
world began to use medical tablet applications in an effort to interact visually with their
patients. Tablet technology provided doctors and nurses the capability to communicate and
interact with patient records, x-rays, and hospital systems through tablet applications. The
ramifications of not using tablet technology in the medical field could cost lives, as timing is

37. 25
detrimental in an emergency situation. Tablets speed up this process of accessing medical
records and important information pertaining to the patient when in time of need. In a
nonemergency situation, providing technology to assist in communicating with a
technological society allows a bond and potential trust between the patient and doctor.
In 2011, tablet manufacturers were producing tablet devices at record rates to
compete with each other for market share. However, Apple still led the tablet computing
market and hardware and software capabilities. Considering the history of Apple, it is clear
the company’s business plan revolving around the iPod in the late 1990s was the beginning
of mobile computing. Through Apple iTunes, users became accustomed to online downloads
of music after the shutdown of Napster. This was one of the first signs of socialization
among technology in an effort to steer users from compact discs to digital downloads of
music. Nearly 10 years of acceptance and usage of Apple’s iTunes led to the acceptance of
the first generation of iPhones in 2007. Apple’s iTunes is the portal for all music, movies,
and applications for iPhone and iPad devices. Thus, one could say that Apple has been
slowly changing cultural views of technology over the last decade.
Tablet computing and behavior. The use of tablet computers appears to be
addictive among certain populations, which could lead to negative behavior. The tablet
computer allows users to take the Internet, e-mail, games, and work-related subjects with
them wherever. However, doing so can be intrusive to relationships because other parties
may feel as though they are left out or being ignored. With the recent boom of social
networks, alterations appear to be addicted to constantly updating and checking status of their
friends. The tablet computer allows users to interact with social networks when mobile,
giving the opportunity for distraction from their current environment. The addictive behavior

38. 26
to social networking sites has been shown to lead to narcissistic behavior among the youth
(Mohd, 2011). However, tablet computers also cause positive behaviors in school and work
environments because users are more efficient with their time (Canuel, Crichton, & Savova,
2012).
Society has evolved to accept mobile devices as a way of life for many. Generational
perceptions of tablet users may be different based on age and acceptance of current
technology. Older generations may disapprove of mobile computing when with others
because it is seen as distracting and not courteous to others. The situation and environment is
a factor that one must evaluate prior to developing an opinion about a tablet user. For
instance, a business leader on the way to work may travel by train; therefore, using a tablet
device while traveling to and from work maximizes his or her time. Using tablet devices
when eating with members of older generations could give the perception that the tablet user
is not interested in the conversation or the individuals at the table. However, these same
scenarios may be viewed differently among younger generations because mobile computing
is accepted and tolerated among the youth.
Among the Generation Y cohort, acceptance of tablet computing is considered to be a
norm for daily interaction with games, Internet, e-mail, and social networking sites. It is this
constant interaction with the device that could lead to lack of social development in face-to-
face conversations. It is not uncommon to see Generation Y users carrying their mobile
devices everywhere they go and using them in front of people without being aware of how
their behavior appears to others. This cohort’s lack of respect for others when using tablet
devices and smartphones has proven to be a continuous problem for educational classrooms.

39. 27
The behavior that tablet computing causes among users revolves around the
environment and how the device is being used. In a classroom, it may be appropriate to use a
tablet device for taking notes or doing research on the topic being discussed. However, using
tablet devices for non-subject-related tasks could be a distraction to the users and students
around them. There is no control mechanism other than self-discipline to eliminate this
negative behavior in an environment where mobile computing is accepted and allowed.
Tablet computing also serves as a gateway for intentional negative behavior such as bullying.
Bullying among youth is becoming a concern, as addictions to social network sites
are a breeding ground for this negative behavior. Tablet computers assist in making bullying
easier and more convenient for those who engage in this behavior with social applications on
tablet devices. Bullying behavior has led to an increasing number of suicides across the
world as young people have embedded themselves into the social networking sites as a way
of life. Many youths live their lives through social networking sites in an effort to escape
reality. Bullying through social networking sites is a symptom of a bigger problem because
such youths lack education and discipline in using technology. The tablet computer among
the younger generation is only an instrument to promote this behavior if discipline is not
present. This bullying behavior is less prevalent among older generations because maturity
and experience help differentiate Internet worlds from reality.
In the business environment, tablet computing has its pros and cons in terms of the
behaviors caused by these devices. Similar to the educational environment, workers using
tablet devices for non-work-related tasks could leave a negative impression of the individual.
For instance, if a tablet user is constantly using the device for games or online shopping, one
could form negative opinions regarding the person’s productivity and efficiency. Tablet

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computing in the work environment could also enable many new positive behaviors not
previously observed. A great example is overall enhanced management of daily tasks while
away from one’s desk in an effort to remain connected to the work. This behavior could be
seen as negative and positive, depending on how management sees tablet computing in the
organization. In addition, management may expect more from an individual because a tablet
user has the opportunity to be more efficient away from his or her desk; therefore, a worker’s
daily work requirements could be increased, leading to additional stress. The perception of
tablet computers among managers has a direct influence on the behavior that tablet users will
experience in the workplace.
Research on Leadership, Classroom performance, and Communication
Common practices among leaders are to set goals and drive organizations in a
direction based on current technology when the future of technology is unclear. Leadership
poses a potential problem because the organization is always in a reactive state, causing
technology to bring constant change to leadership plans (Flanagan & Jacobsen, 2003).
Current technology could be considered to be predictable, whereas future technology requires
looking forward, and the outcome can be unpredictable. Visionary Michael Dell, founder
and CEO of Dell, Inc., embraces forward thinking because his company is based on visioning
the future rather than living in the past (“Business: Technology’s Mr. Predictable,” 2005).
Embracing forward thinking by moving people to foster new technologies and learn from
technology failures incorporates and builds a positive culture for growth (Scoltock, 2010).
Cultivating a positive attitude toward change can be a challenge because knowledge workers
have a tendency to reject change at any level within their process (Bejestani, 2011).

41. 29
Leaders build companies and organizations based on current competencies; however,
technology consistently challenges society to foster and embrace new competencies and
reexamine old practices (Lewke & Kelner, 2007). Examining old practices found among
leaders is a difficult but necessary evaluation to ensure one is being successful (Lewke &
Kelner, 2007). To be successful with an emerging new generation workforce that embraces
technology, today’s leaders must change their mindset to capture and retain workforce
continuity for the organization (Goldsmith, Walt, & Doucet, 1999; Lewke & Kelner, 2007).
Leaders who fail to adapt find themselves questioning whether they are successful in the
organization, causing them to second-guess their decisions and actions.
Computers as a tool have benefited leaders by providing alternative methods to
communicate with their workforce. In many cases companies have explored the possibilities
with globalization and technological solutions such as laptops and tablet computers have
provided a solution to maintaining communication with those in remote locations. Tablets
are proving to be small enough to carry as an all-in-one device to take to meetings where the
user can access emails and other important information to assist in making business decisions.
Without tablet and laptop technology leaders would waste time by not making a decision at a
meeting due to lack of information leaving them to return back to their office where their
desktop computer would reside.
Organizational changes could include management structure to align with emerging
technologies. Restructuring can provide an opportunity for individuals who may not appear
to be leaders under old management structure to shine in a new technologically oriented
organizational structure. Sinn (2010) discussed how technology has transformed librarian’s
daily functions to include building and maintaining learning environments. A younger

42. 30
generation prone to using technology may find itself struggling to succeed under old librarian
practices. However, implementing technology in the library provides an opportunity for
others to succeed based on transforming the work environment with technology. This same
theory could apply to struggling students who have difficulties reading hardbound books but
succeed with the help of technology to capture their attention, which brings a simple concept
such as reading back into the eyes of a newer generation.
Macik-Frey (2007) structured a study around leadership and communication and
stated that one of the important traits found among leaders upholding a high caliber of
communication. However, technology can have a tendency to limit and enhance
communication in the work environment. With organizations globally expanding, the use of
instant messaging, e-mail, and video conferencing has provided new opportunities for leaders
to reach out to their workforce. The common theme among instant messaging, e-mail, and
video conferencing is that neither party is in the same environment, which could have an
effect on the message being delivered. A leader’s obligation to the workforce is to provide
feedback; however, technology provides an environment in which one could hide behind a
virtual curtain (the computer screen). Motivation is a key aspect to organizational success,
and leaders have a direct effect on motivating a workforce. Leaders challenge their workers
to be involved while technology competes for the attention of the worker, challenging leaders
to be creative in capturing their audience.
Leadership and tablet technology. Many leaders have been seen carrying their
tablet computers with them to meetings and conferences; however, nobody truly understands
how they use these devices. President Obama has been seen many times entering and exiting
Air Force One and Marine One with his Apple iPad. One could claim that the tablet

43. 31
computer serves as a personal assistant to handle the day-to-day tasks, including e-mail and
calendar scheduling, and to focus on leading his or her organization. There is a significant
gap in the literature in terms of understanding how leaders use tablet devices in their day-to-
day activities because tablet computers are relatively new. Leaders that are seen using tablet
computers could give the image to others that they accept new methods of computing. The
image of the technology acceptance could motivate younger generations through a simple
observation. Many times one may draw a conclusion about someone based strictly on
observation of another human being’s actions. Leaders are constantly being watched
internally and externally, and how they portray themselves could have an effect on future
workload and the morale of the workforce.
Transformational leadership. To become a successful leader, one must have many
skills and traits that make a leader stand out among his or her peers and capture followers.
Some of the basic traits of being a leader are honesty and being forward looking, competent,
inspiring, and intelligent (Juras, 2010). These are all noble traits that will encourage
followers to listen to ideas. Honesty is not only healthy for an organization but for the leader
and his or her audience. Trust is built between subordinates and leadership when each party
can openly communicate its concerns without fear of negative ramifications.
Creatively thinking of ways to take an organization forward is a leader’s foremost
responsibility to stakeholders. Technology can make looking forward challenging.
Computers today are not the computers of 2 years ago. Therefore, as technology changes, so
must leadership practices. Moore’s Law indicates that semiconductors or computer hardware
becomes obsolete around the 18th month of operation. Thus, management must be able to
foresee rapid technological change for strategic planning. Being forward looking requires

44. 32
leaders to be proactive rather than reactive to situations. Being competent in a leadership
role is vital to employees because they want to know the person they are working for is
knowledgeable in the area in which he or she is leading. However, by being over competent,
a leader can do damage if the person believes he or she always has the solution to any
problem.
Transactional leadership. Transactional leaders adapt to their environment and the
situation (Aarons, 2006). Transactional leaders are more focused on day-to-day activities,
whereas transformational leaders focus on building the culture by leading followers to obtain
set goals (Kanungo, 2001). Transactional leaders typically bounce between four styles of
leadership, telling or directing, selling or coaching, supporting, and delegating (Corrigan &
Garman, 1999).
The first style, telling or directing, focuses on a decision and communicating one-way
to the workforce. Doing so often gives the sense of power to the leader, whereas workers
have a perception that leadership is dictating the change to them (Tapke, 2011). This style
considers only the leader’s perspective rather than building buy-in from the workforce.
However, the second style considers the employee but falls short in empowering the
workforce (Tapke, 2011). Coaching or selling is an approach that captures workers’ input
but the leader still makes the decision (Krausz, 2005). In the outcome of a coaching decision,
the worker could walk away feeling used. In comparison to the direction method, coaching
has a tendency to gain buy-in with employees because they believe they are being developed
for future opportunities.
The third style allows more involvement of others in the decision-making process
(Corrigan & Garman, 1999). The participating method takes some power from the leaders

45. 33
and puts it into the hands of others. This style is often very difficult for leaders who have
been accustomed to leading under the directing or telling method. This method gains even
more support from the workforce because workers have a sense of ownership of their
environment. Finally, delegating is the last form of transactional leadership style. This
method puts others in complete control of their decisions. This is the most empowering
method of the four because workers feel they can operate independently and manage their
day-to-day activities without others intervening.
One of the goals higher educational institutions strives towards to grow new leaders
to lead businesses and serve in the community (Patterson, 2012). Students are exposed to
leadership skills by conversing and interacting with other students. Tablet computers provide
another avenue to explore and hone communication skills among their peers. With the
business world adapting to new technology it is imperative for students to use the learning
environment within higher education to try and practice their skills using tablets and other
technologies.
Tablet computers and classroom performance. Many factors play a role in student
performance (Adewuyi, Taiwo, & Olley, 2012). External influences include students’
environment in which they are immersed. Environments that do not connect with a student’s
personality could lead to distractions and lack of participation. The millennial generation has
been exposed to technology every since birth. Most college classrooms today lack the ability
to connect with this younger generation because technology is missing (Chesley & Jordan,
2012). Only a few years ago, laptop computers were accepted as part of a student’s required
items for college (Kalbers & Rosner, 2003). This paradigm change from simple paper and
pencil to a computerized technology has changed the classroom and how material is

46. 34
presented by the instructor. This shift toward technology brought PowerPoint and other
modern technology to the classroom to help capture students’ attention as well as improve
the overall experience for both the professor and students (Slykhuis, Wiebe, & Annetta,
2005). Over the last 2 years, tablet computers have found their way into students’ and
professors’ hands to be deployed in the classroom.
Though tablet computers have been available for the last 2 years, students and
professors struggled to understand how they would fit in the classroom (Bonds-Raacke &
Raacke, 2008). Students and professors had to patiently wait until applications and the
educational institutions supported this new modern technology. Two years after the launch
of the first-generation iPad, students are now able to purchase textbooks on their tablet
devices and other educational software to connect them to a modern classroom. The
millennial generation can now connect with the classroom and the material that is being
presented using state-of-the-art technology. With this technology, there are pros and cons
that students and professors can experience from having such modern technology in the
classroom.
A few of the positives to having a tablet device in the classroom are students need to
carry only one device that has their textbooks, assignments, and the Web all in a device
weighing less than one and one-half pounds. Students with tablet computers have no need to
carry large book bags or backpacks filled with textbooks, paper, and pens. The most relevant
observation regarding tablet computers is that students have the choice and options to engage
in the classroom lecture directly or open related material on their tablet device to assist in
driving group discussions regarding a specific topic. However, doing so could be considered
a negative because students must be self-disciplined to use the device only for the related

47. 35
topic in the classroom. Another major advantage of owning a tablet computer is the ability to
have one’s course work and all other material with one at all times. It provides the student an
opportunity to catch up on e-mail and other classroom-related actions while on the go. Doing
so gives the student the flexibility to study and be active with fellow students wherever they
are. Students who engage in traditional education without tablet computing are faced with
time-management obstacles in terms of small and simple tasks that could be quickly taken
care of with a tablet computer. Such tasks could force students to find a computer at home or
at the library to complete required assignments and team activities, leading to frustration and
potential burn out.
Students and professors may view technology differently, as a negative or a positive
influence, depending on how the technology is being used and controlled. With the rapid rise
of smartphones and tablet computers, social media sites and other online forums are readily
available to the student as a distraction from the material being presented. This negative
behavior spreads among other students like a virus within the classroom. From a student’s
perspective, one of the greatest drawbacks to owning a tablet as the sole source of textbooks,
a note taking device, and a computer would be that only one task at a time can be displayed.
For instance, students viewing their textbooks could not e-mail, take notes, or browse the
web while following along in the book. In such situations, personal computers are ideal for
multitasking between multiple programs.
The tablet computer currently is not the end-all solution for students in college.
However, tablet computers help engage students with the material and their colleagues with
state-of-the-art technology while on the go. Being able to complete the simple and minute

48. 36
tasks that students face every day on a mobile device helps alleviate the frustration that some
college students can experience.
Tablet computers and communication. Communication in any environment is an
essential tool that all human beings must practice on a day-to-day basis. Non-face-to-face
communication has been on the rise because of the recent surge in mobile technology,
including smartphones and tablet computers. From a software standpoint, communications
in social media sites have also been on the rise. Combining social media sites and other
communication programs with tablet computers has opened a portal for optimal mobile
communication.
Abraham Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs, a psychological theory represented by five layers of
needs often represented as a stacked pyramid. However, Abraham Maslow never portrayed
the pyramid structure in any of his research. The five layers are physiological, safety,
belongingness, esteem, and self-actualization. Among these five layers, the first four levels
beginning with physiological, safety, belongingness, and esteem are lower-order needs
(Maslow, 1943). Before higher-order needs can influence human behavior, the lower four
needs should be sound and in balance (Maslow, 1943). Maslow’s Hierarchy of Needs
focuses on human motivation through one’s needs in an effort to be successful in personal
growth. The premise of Maslow’s theory is to obtain a continuous level of success through
goal obtainment (Maslow, 1943).
Lower-order of needs also considered deficiency needs is physiological in nature
(Maslow, 1943). Failure to meet the lower-order of needs causes a deficiency within one’s
motivation. Physiological needs include necessities such as food, water, sleep, and even air.

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Not addressing physiological needs, a noticeable and even physical signs are shown. Safety
is described to include security, health, employment, and even owning property. Being able
to fit in with others is described as belongingness. The last level of the lower-order of needs
is esteem. Esteem includes one’s achievements, which relate to self-esteem, confidence, and
respect.
Self-actualization is described around creativity, morality, and problem solving.
Without balance and meeting previous needs, motivation to obtain and develop self-
actualization will struggle to materialize (Maslow, 1943). Maslow (1943) believed that
humans are motivated to seek personal growth in whatever each individual deems capable of
becoming. Therefore, having goals within one’s life is the key to developing and shaping
one’s self-fulfillment.
Andragogy
In the 1950s, andragogy, the study of adult learning was originated in Europe. It was
Malcolm Knowles (1978), and American practitioner who defined andragogy as the science
of studying how adults learn. Knowles identified six principles of andragogy; (a) adults are
motivated internally, (b) adults have goals, (c) adults bring real world experiences from the
past to learning environments, (d) adults are relevancy oriented, (e) adults are practical, and
(f) adult learners like to be respected (Knowles, 1970). It is these principles that have been
studied to provide framework for higher education. Knowles had the help of previous
scholars that assisted him in developing his six principles of how adults learn.
Eduard Lindeman was an influence on Malcolm Knowles, as he originally made
assumptions about how adult learners learn. Lindeman believed there were four focus areas
to adult learning. The first belief was that adult learners should use experience as starting

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point (Lindeman, 1989). The second is focused on the orientation of adult learning and how
it should be used for organizing (Lindeman, 1989). The wealthiest level of learning came
from experience, as an adult learner would physically live the experience to a conclusion.
The final belief was based on how adult learners have a need to be directed, emphasizing the
need for and instructor or professor to guide the learner (Nielsen, 1992). Lindeman’s beliefs
structured Knowles principles to keep minds fresh with new knowledge (Lindeman, 1989).
Lindeman’s and Knowles philosophy of adult learning is present today as educational
institutions and professors strive to teach cutting edge information to keep the student
connected with relevant and interesting literature present today.
Methods to obtain and capture the adult learner’s attention and motivate them have
drastically changed over the last century. With technology, present adult learners capitalize
on visual learning and experiences outlined by Malcolm Knowles be interacting with
computers. Computers have become a norm in today’s society therefore; it would be
counterproductive to teach adults as previous generations. Knowles aspect of practicality
within andragogy is relevant with technology as most family’s within the United States own
a computer and have become accustom to their roll in day-to-day activity (Anonymous,
2011).
In the last five years, tablets have taken the technology field as there has been a
steady growth where an estimated 23% of the United States population would own a tablet
computer (Anonymous, 2011). This growth has shifted the focus of how technology is being
used to motivate and capture the attention of adult learners. Currently, college students are
required to have a personal computer upon enrolment to aid in being successful within
college coursework. As the decline of personal computers transitions to tablet computers,

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educators are seeing the benefits of adapting tablet computers to their environment. Focusing
on the experience aspect of Knowles six principles, learning to see visually and interact with
touch changes the learning dynamic to a fuller understanding of the subject being studied
(Knowles, 1970). Surgeons and doctors also utilize this same learning concept to illustrate
procedures and options to a patient. With the help of tablet technology a patient now can
explore the human body to gain a full understanding of how a surgical procedure will be
conducted and gain confidence with the doctor. By having tools such as a tablet computer in
a learning environment the instructor utilizes Lindeman’s philosophies by leading adults in a
learning situation (Lindeman, 1989). The six principles server as the core of adult learning
and technology is an influence on how the principles are used to connect with the learner. As
technology advances, so must the learning environment.
Case Study Research
A goal of a case study is to explore and understand a “case” or a body of study. A
“case” can be defined by having or being; (a) a complex functioning unit, (b) investigative in
nature, (c) and contemporary (Miles & Huberman 1984; Stake, 1995; & Yin, 1984). The
central focus of case study research is to build knowledge around a complex issue and to
build strength for previous research. Understanding and capturing qualitative case study
information has its challenges as a case study relies on approaches from other methodologies
to triangulate and expose the case (Denzin, 1978).
Appropriate use of a case study. Many researchers have argued how the reader
connects with the phenomenon being studied. Stake (1995) believe the study should be in a
naturalistic manor allowing a broad section of readers to understand the phenomenon being
discussed and resonate with its findings. Appropriate use of a case study should align with

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one of the four applications; (a) to explain causal link in real-life interventions, (b) describe
real-life context, which an intervention occurred, (c) describe the intervention, and (d)
explore situations where there is no clear set of outcomes (Yin, 1984).
A single case study design is used to confirm, challenge, or represent a unique case
(Yin, 1984). This study focused on understanding a unique case, as tablet computers are
relatively modern among college students and little to no research has been conducted on
tablet computers within higher education. Drawing upon multiple methodologies allows for a
stronger case to be presented.
Types of case study data. Due to the nature of a case study, multiple sources of data
can arrive from survey instruments, interviews, and documents. This research study focused
mainly on interview data in the form transcriptions from audio recordings. Audio recording
of interviews provided an opportunity to allow the participant to speak freely and discuss the
case in detail. Verbal data are captured in a series of structured open-ended questions to fully
understand the phenomenon under study. Closed-ended questions block the ability to
explore research participants’ experiences; instead, only rejection of or support for the
researcher’s hypothesis is achieved. Open-ended questions help in exploring the memories
and experiences participants have had in relation to the case. Having no boundaries to
confine the research participants opens pathways to explore with follow-up questions.
Case study sampling. In quantitative research, large data sets are the norm to
eliminate anomalies and properly scrutinize the data to see whether they are normal or
distributed. However, in qualitative case studies, there is no set sample size to attain; rather,
one must keep the overall objective in mind, that of understanding a phenomenon (Stake,
1995; & Ying, 1984).

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The research project focused on college students who use tablet devices in their
college studies; therefore, a fairly large population is available for sampling. However,
narrowing the population according to tablet computer use and location limits the possible
sample size. Data pertaining to a smaller narrow sample sizes often times cannot represent
the overall population as a whole. However, a larger sample within a case study will add
richness and depth to the study; therefore, seeking participants until data collection has
reached saturation is encouraged.
Case study data collection and analysis. Many case study interviews begin with a
standard set of questions to lead the participants to think about the case being researched.
Demographic information about the participant’s age, location, and other nonsensitive
information can be captured prior to the interview if the research justifies colleting such data.
In this research study, a need existed to understand whether a participant is an undergraduate
or a graduate student because this information provided two sources of data within the
sample. In addition, open-ended questions begin the journey into the phenomenon. Semi-
structured open-ended questions could open many different paths based on the answers and
expressions of participants. After the collection of data, analyses determine patterns and
understand of one’s self-interpretation.
Analyzing phrases and words in a sentence has the potential to generate an abundance
of data, more than one would expect, thus validating and supporting the use of smaller
sampling size for case study research. The lengthy transcription aspect of qualitative research
is also part of the reason that larger sample sizes are not the norm in comparison to
quantitative methods. Data analysis of qualitative interviews explores themes and patterns
across participants’ spoken words. Including demographic data into the analysis portion

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allows themes among specific demographic attributes to expose themselves to understand the
case from multiple points of views (Yin, 1984). Understanding the case from multiple views
of data grounds and strengthens the overall case being studied (Stake, 1995).
Ethics within case studies. To have respect for and value the research and its
participants, ethical standards must be incorporated throughout the entire research process.
From the interview to data analysis, ethical standards add structure and assist in building trust
in research participants and future readers. An informed consent letter serves as a single
source of information about the research and ensures participants are capable of answering
the questions with free choice, enabling them to consent or decline participation in the
proposed research study. A confidentiality agreement between the researcher and the
participant is a binding contract between the two parties stating that the information provided
will be held confidential. Using a non-naming method to identify participants is the
preferred method of capturing data from a face-to-face interview. By using non-naming
identifiers, participants’ names are not captured in the interview, leaving no one able to
identify the source of data (Behi & Nolan, 1995). During the data collection and analysis
processes, blocking the researcher’s beliefs is critical to avoid skewing the research in any
way. This blocking method, known as bracketing, is critical to an ethical research project in
which the researcher is interviewing participants (Creswell, 2012). Interjecting one’s own
beliefs can steer the research down a path that presents false data.
Conclusions
The study did address a significant gap in current research on tablet computers
revealed in recommendations for future research. With limited research identifying areas of
interest for studies, one must assume that any research regarding tablet computers and

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college students would be justified. Atkinson (2008) indicated that tablet computers are not
new but have struggled to gain popularity among society. Murphy, Wong, Martin, and
Edmiston (2009), indicated that tablet computers will challenge the workplace to question
using personal computers. By 2013 over 23% of the U.S. population is expected to own a
tablet computer (Anonymous, 2011), leaving the question for future research to investigate
how tablet computers are being incorporated into users’ day-to-day activities. Further
research would be important to discover what types of applications and hardware students
need for using tablet computers in their studies.
Summary
Chapter 2 included discussion of research on the history of tablet computers; tablet
users’ socialization, behaviors, leadership, classroom performance, and communication; and
literature pertaining to c. Because tablet computers are popular among society,
understanding how college students use tablet computers for leadership, classroom
performance, and communication can assist in understanding how tablet computers are
preparing them for the workforce. The intent of the study was to discover college students’
perceptions of using tablet computers in higher education using a qualitative case study
analysis. Students who participated in the research study did participate in a standard
methodological interview in alignment with qualitative case study research. Chapter 3 will
address in more detail the case study research design and protocol of data collection and the
analysis process.

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Chapter 3
Method
The purpose of the study was to explore tablet computers used by college student for
leadership, classroom performance, and communication. A qualitative case study research
methodology provided an approach to collect and gather data on college students’ use of
tablet computers, tablets computers in higher education, and college students’ experiences of
tablet computers in the classroom. Data collection occurred through face-to-face interviews,
facilitated by semi-structured open-ended questions to create follow-on questions to
understand the perceptions of the interviewees (Carey, Morgan, & Oxtoby, 2006; Geer,
1988). Nonverbal behaviors were noted according to the question being asked to identify
patterns and themes of the interviewee during the interview. Themes and patterns from
recorded interviews were identified during data analysis to understand the phenomenon of
tablet computers in higher education (Creswell, 2012).
Chapter 3 includes a rationale for the use of a qualitative research method with focus
on why a case study design was adequate for this research study. A discussion of the
population, sampling, data collection procedures, and rationale are presented in Chapter 3. In
addition, a discussion of the credibility and dependability of the data and techniques and
tools to analyze the data are defined.
Research Method and Design Appropriateness
The research method and design served as the roadmap or blueprint for a researcher
to follow in an effort to answer specific research questions (Hays & Wood, 2011). This
research study consisted of a case study method and design for collecting experiences of
college students to answer how tablet computers are used for leadership, classroom

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performance, and communication in higher education. Interview techniques allowed the
researcher an opportunity to explore the experiences of college students who use tablet
computers for leadership, classroom performance, and communication. A qualitative study
was chosen over a quantitative method to allow patterns and themes to emerge from
participants’ experiences, which cannot be quantifiably measured with numbers.
Subjective data found in qualitative research cannot be collected in a quantitative
manner through observation without interaction or interviews with college students. College
students’ perceptions and views of how tablet computers are being used for leadership,
classroom performance, and communication cannot be analyzed without using an interview
protocol to extract this information. Therefore, a qualitative case study design was chosen as
an appropriate method to understand how college students use their tablet computers within
higher education.
Research Questions
The purpose of the qualitative case study design was to explore how tablet computers
are used by college students in and out of the classroom through interviews with
undergraduate and graduate students who identify themselves as currently owning and using
tablet computers for education.
The study sought to answer three questions:
RQ1. How do college students utilize tablet computers in and outside the
classroom for communication?
RQ2. How do college students utilize tablet computers in and outside the
classroom for leadership?

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RQ3. How do college students utilize tablet computers in and outside the
classroom for classroom performance?
Question one explored students’ perceptions and experiences in using tablet
computing to communicate with their colleagues and professors. Question one also
identified the types of applications students use on a regular basis for communication.
Research question two addressed how students use tablet computing for leadership among
themselves and their peers. Question two also addressed the applications and functions of
the tablet that aids in leadership. The third question focused on applications, usability, and
functionality of tablet computers that increase overall classroom performance of the students.
Population
The problem under investigation was undergraduate- and graduate-level students who
currently use tablet computers for education purposes inside and outside of the classroom.
Each participant provided written consent prior to participating in the study. Oklahoma
Christian University currently has 2,161 enrolled students, 1,904 undergraduate and 257
graduate students. Students from 45 different states are actively enrolled at Oklahoma
Christian University. A selection of 20 participants from Oklahoma Christian University in
Edmond, Oklahoma, was the sample size for the study.
In order to gather the 20 random participants, a potential candidate list of 30 students
was formed from the currently enrolled students. Utilizing observation and face to face
interaction with the students allowed the creation of the candidate list of names of students.
The recruitment locations were common areas such as lounge, cafeteria, and student unions
across the campus. By having a candidate list of 30 names, an opportunity exist to increase
the number of participants should data saturation not be achieved with 20 participant