The document discusses the integration of iPads in educational settings, focusing on a pilot project at Fontys University to explore tablet usage among students and educators. It highlights the prerequisites for successful tablet applications, key findings from research, and the potential impact on learning engagement and attitudes towards education. Despite positive user experiences, the text concludes that technology alone cannot replace traditional learning resources like books, emphasizing the importance of student characteristics and preferences.

1. The iPad goes to school
Antoine van den Beemt
EAPRIL 23 Nov 2011
@avdbmt

2. Discussing success factors of tablets in
education
 Introduction
 Practice: iFontys
 Research: pre- and post-test results
 Conclusion
 Discussion

3. Introduction
 Antoine van den Beemt
 Faculty of Education
 HAN UoAS
 Fontys UoAS

4. Introduction
 Joris Graaumans - Fontys UoAS
 Eric Slaats - Fontys UoAS

5. The iPad goes to school
image: Peter Steiner, The New Yorker, July 5, 1993 en.wikipedia.org

6. The iPad goes to school

7. The iPad goes to school
learningandtechnology.wikispaces.com

8. Discussion
“current generation of teachers will
never fully understand tablet use”

9. Diversity

10. The iPad goes to school
Van den Beemt, A., Akkerman, S., & Simons, P.R.J. (2009) Jongeren en interactieve media.

11. The iPad goes to school
image: flyxia.com/photo/2348813/no-you-werent-downloaded-you-were-born

12. The iPad goes to school
 Young people:
– Technology minded
– Not technology savvy

13. The iPad goes to school

14. Discussion
“tablets are only image building
tools”

15. The iPad goes to school

16. The iPad goes to school
image: info-architecture.blogspot.com

17. The iPad goes to school
 Research to
– move beyond assumptions
– decide which edu purposes can be supported
by tablets

18. Pop-quiz

19. The iPad goes to school
 Prerequisites for a succesful
application of tablets in education

20. #iFontys
Pilot Project
Anyplace
Anytime
Anywhere
Anything
Anybody

21. #iFontys
Experiment in Smart Mobile Learning
and student learning behaviour
120 Students
11 Institutes
4 Service depts
41 Employees
6 Studentdevelopers
1 Board of advice
project

22. #iFontys
Pilot Project
•Social media, Blogging, sharing knowledge
• eReaders, eContent, content-enrichment
• Apps & App-development
• Interactive courses & Smart mobile didactics
• Cloud storage (e.g. Dropbox)

23. #iFontys subprojects
iPlanner
• Course schedules on mobile devices & Outlook
• iFontys iPlanner campaign & site
informatie

25. #iFontys subprojects
• 1.000.000+ hits
• Feb-Apr 2011
• 5000+ students online
• 1000+ educators online

26. #iFontys subprojects
eContent
• ePubs available.
• Cooperation Cambridge Press.
• Experiments with publishers.

27. #iFontys subprojects
Recording Box
• Innovative method for lecture recordings.
• Searchable (meta-tags), notes, sharing.

28. #iFontys subprojects
eContent

29. #iFontys subprojects
iPresent, weView / voteboard
• Beta of 3 edu-Apps
• Interactive, non lineair-presentation
• Polling app, twitter, etc

30. #iFontys subprojects
App development

31. #iFontys subprojects
research!
• Think&Do-tank 126 students, 41 educators
• Quantitative pre-test & post-test
• Qualitative evaluation-sessions

32. #iFontys subprojects
research!
• Think&Do-tank 126 students, 41 educators
• Quantitative pre-test & post-test
• Qualitative evaluation-sessions

35. Discussion
“tablets will never replace books”

36. Research
 pre-test and post-test
 open exploration of possible iPad use
in education
 self-reports: pc use, ipad use in
relation to learning activities
 50 respondents (84)
 beginning 2011

37. Research
 General results:
 users moved from pc/laptop use to
iPad use for information retrieval,
content creation, and studying.
 more positive image of Fontys as an
innovative institution.

38. Research
 social media,

39. Research
 email,
 reading edu materials,
 checking schedules

40. Research
 creating content (assignments)

41. Research
 need for digital materials
 attitude towards interactive media
 „playground period‟
 effects on learning results low
 increased engagement

42. Conclusion
 learning purpose?
 student- and school characteristics
rather than technology
 diversity in skills, experiences and
preferences

43. Discussion
“app technology will not allow
differentiation on learning
preferences”

44. Thank you!
antoine.vandenbeemt@han.nl
@avdbmt