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Tablet Supported Education: Attitude of Students and Teachers

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The emerge of the mobile technologies in education is confirmed by both international (Clarke
et al., 2014; Fabian–Maclean, 2013; Marés, 2012) and Hungarian researches (Abonyi-Toth –
Turcsanyi-Szabo, 2015; Kis-Toth – Borbas – Karpati, 2014; Racsko – Herzog, 2015). Amongst
the mobile devices the tablet has an important role due to its size, long-lasting battery and
intuitive user interface (Marés, 2012). According to the above mentioned tendencies, our
research was organized in a primary school in Budapest, which launched its own “tablet
supported education” pilot project. Our research sample covered four classes (first grade:
n=28, fifth grade: n=37) and their teachers (n=12) during one school year. Our goal was to
study the acceptance of the new device within educational setting and also to investigate the
possibilities of its implementation in primary school, therefore we researched the attitudes
and the usage profile of the mobile device. The result of the research amongst the pupils was
positive; on the basis of the feedback the students felt themselves “very well” during lessons
(89,5% of the lower and 91,8% of the upper primary), they “enjoyed that they could use
tablets” (88,2% of the lower and 86,4% for the upper primary) and the self-reported results
show that the tablet helped their learning “very much” (86% for upper primary). The teachers
were satisfied with their results since more than three quarters of them “reached their
pedagogical goals” at between 90% and 100%, while 85% of them replied that “the tablets
helped them to reach their pedagogical goals” at a high level (90-100%).

Kulcsszavak: tablet, education, primary school, attitude

Published in: Education
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Tablet Supported Education: Attitude of Students and Teachers

  1. 1. TABLET SUPPORTED EDUCATION: ATTITUDE OF STUDENTS AND TEACHERS Balazs Czekman University of Debrecen, Hungary PhD student IKT MasterMinds
  2. 2. TABLET PC IN EDUCATION  The Horizon Report 2010 predicts the mobile technology integration to the education within one year (Johnson et al. 2010)  New educational technology, tablet (Mares, 2012), 1:1 access model  More and more schools integrate mobile technology (Clarke et al., 2013), more and more researches (Haßler et al., 2015)  Ownership of devices: smartphone (83% ), tablet (over 50%), notebook (47%), desktop (37%) (DIA, 2016)  More and more initiatives, researches in Hungary (Abonyi-Toth – Turcsanyi-Szabo, 2015; Kis-Toth – Borbas – Karpati, 2014; Racsko – Herzog, 2015, Jarosievitz, 2016) HuCER 2017, Budapest
  3. 3. WHY TABLETS?  Access model: 1:1 (Walling, 2015)  M-learning, mobile learning (Miskolczi, 2012; Seres, 2008a; Turner, 2012)  Possible ways of using tablets (Cheung & Hew, 2009)  Pros and cons of using tablets in education (Clarke et al., 2014; Kis-Toth et al., 2014; Mares, 2012)  What will the future bring? School-organized projects? BYOD? HuCER 2017, Budapest
  4. 4. DESCRIPTION OF THE PILOT PROJECT Duration Methods and pedagogy Professional training Participants HuCER 2017, Budapest
  5. 5.  Descriptive research; usage profile, attitude  Duration: 2015-2016, one year school term (10 months)  Full sample research  Teachers: n=12 (174 questionnaires with multiple data gathering)  Lower primary students: n=28 (153 questionnaires)  Upper primary students: n=37 (317 questionnaires)  Data gathering instruments (questionnaire, semi-structured interviews)  Two different kinds of student questionnaires  Two different kinds of teacher questionnaires DETAILS OF THE RESEARCH HuCER 2017, Budapest
  6. 6. HYPOTHESES  H1: The tablet usage during lessons can increase the motivation of the students.  H2: The tablet usage during lessons can help the learning process.  H3: The tablets can help the teachers to reach their pedagogical goals easier.  H4: As time goes the positive attitude toward the devices will decrease because of the „novelty factor”. HuCER 2017, Budapest
  7. 7. RESEARCH QUESTIONS  (1) What advantages do the teachers experience using tablets in education?  (2) What challenges do the teachers experience using tablets in education?  (3) How much extra time do teachers need for preparing a tablet supported lesson? HuCER 2017, Budapest
  8. 8. DISTRIBUTION OF THE TABLET SUPPORTED LESSONS BY SUBJECTS subject class total 1.a 1.b 1.c 5.a 5.b Mathematics 31 18 0 0 1 50 IT 6 0 3 18 15 42 English 0 0 0 12 26 38 Geography 0 0 0 1 21 22 Hungarian literature 9 0 0 0 5 14 Biology 0 0 0 3 4 7 Arts 0 0 0 0 1 1 total 46 18 3 34 73 174 by upper, lower yrs 67 107 174 HuCER 2017, Budapest
  9. 9. DISTRIBUTION OF THE TABLET SUPPORTED LESSONS 10 14 10 5 5 7 2 7 6 1 11 14 22 8 12 8 10 21 1 Sept Oct Nov Dec Jan Feb March Apr May June lower primary upper primary HuCER 2017, Budapest
  10. 10. HOW DID YOU FEEL YOURSELF DURING THE LESSONS? very well; 89,5% half way; 5,9% not really well; 4,6% very well; 91,8% half way; 6,9% not really well; 1,3% lower primary upper primary HuCER 2017, Budapest
  11. 11. HOW MUCH DID YOU ENJOY THAT YOU COULD USE TABLET? very much; 88,2% half way; 6,5% not too much; 5,2% very much; 86,4% half way; 10,4% not too much; 3,2% lower primary upper primary HuCER 2017, Budapest
  12. 12. HOW MUCH DID THE TABLET HELP YOU? very much; 86% half way; 10% not too much; 3% upper primary HuCER 2017, Budapest
  13. 13. HOW MUCH DID THE TABLET HELP YOU? (NOVELTY FACTOR) months total October November December January 2016 February 2016 March 2016 April 2016 very much N 23 31 21 36 37 46 57 251 % 62,2% 72,1% 87,5% 69,2% 94,9% 82,1% 86,4% 79,2% half way N 13 12 3 13 2 9 6 58 % 35,1% 27,9% 12,5% 25,0% 5,1% 16,1% 9,1% 18,3% not too much N 1 0 0 3 0 1 3 8 % 2,7% 0,0% 0,0% 5,8% 0,0% 1,8% 4,5% 2,5% total N 37 43 24 52 39 56 66 317 % 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% Chi-Square: p=0,008 HuCER 2017, Budapest
  14. 14. EXTRA PREPARATION TIME: 39 MINUTES 23,5 34,3 20,6 43,8 41,2 57,0 60,0 59,3 26,4 10,0 Sept Oct Nov Dec Jan Feb March Apr May June Extrapreparationtime(min) HuCER 2017, Budapest
  15. 15. EXTRA PREPARATION TIME BY SUBJECTS 15,79 20,71 31,36 53,93 81,36 158,57 ANOVA (p<0,001) HuCER 2017, Budapest (38) (42) (50) (14) (22) (7)
  16. 16. TO WHAT EXTENT WERE THE PEDAGOGICAL GOALS REACHED? 1 1 1 5 17 26 50 0 10 60 70 80 90 100 proportionofanswers(%) reached pedagogical goal (%) HuCER 2017, Budapest
  17. 17. TO WHAT EXTENT DID THE TABLETS HELP TO REACH THE PEDAGOGICAL GOALS? 1 1 1 3 3 7 20 65 0 10 20 60 70 80 90 100 proportionofanswwers(%) the help of tablets reaching the goals (%) HuCER 2017, Budapest
  18. 18. PEDAGOGICAL, METHODOLOGICAL COMMENTS HuCER 2017, Budapest  It was easy to realize the different abilities and speed of the students. The tasks were based on attention focus.”  It can be very useful for revision. We can reuse the drills again, we don’t have to photocopy again.”  I used it on study circle, where we worked with applications. We used the dictionary. There was an interesting comment as we have to write and spell correctly, because the computer only accepts the right way. It develops two different fields: the writing and the language vocabulary.”
  19. 19. TECHNICAL COMMENTS HuCER 2017, Budapest  „The projector is a great help.”  „We tried the tablets for the first time in the English class. They worked well, even YouTube videos streamed flawlessly.”  „We had technical issues with the „Lapozo”, the students had to wait a lot for each other.”  „The students are able to solve the technical issues alone. They wait for each other.”  „We had a lot of difficulties with the „Lapozo” in the beginning. We couldn’t succeed with a multiplayer game because of technical reasons.”
  20. 20. OTHER COMMENTS HuCER 2017, Budapest  „First tryings.”  „I used it for revision in the beginnig of the school term. The tablet was perfect for specific tasks, and moreover for motivation. The students learnt to use the device fast, they weren’t afraid of them. They got familiar with them easily.”  „We love them!”  „That was the first time when I could integrate them into the lesson.”  Ufortunately the kids were useless.”
  21. 21. SUMMARY, FUTURE OF THE PROJECT  Continuation of the project (mobile device acceptable use policy, school-organized professional training, knowledge sharing, increase the numbers of the users, action researches)  Continuation of the research  learning outcomes, by subjects  true-experiment, quasi-experiment research methods  PPC research model HuCER 2017, Budapest
  22. 22. THANK YOU FOR YOUR ATTENTION! Balazs Czekman balazs.czekman@gmail.com puskas.kispest.hu edumobil.hu

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