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Tablet Computers & Blended Learning Environments
The document discusses the use of tablet computers, specifically iPads, to enhance blended learning environments. It describes three modes of blended learning that were used before and after the introduction of tablets: computer-centric, discrete, and integrated. Tablets allow for an integrated mode where technology is used casually and occasionally in regular classrooms. The author conducted research using iPads for activities like creating presentations, playing word games, reading e-books, making mind maps and podcasts. Challenges included managing the devices and ensuring equitable participation.
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Tablet Computers & Blended Learning Environments
- 1. TABLET COMPUTERS AND BLENDED LEARNING ENVIRONMENTS RICHARD S. LAVIN, PREFECTURAL UNIVERSITY OF KUMAMOTO Thursday, September 29, 11 1
- 2. BLENDED LEARNING BEFORE TABLETS Thursday, September 29, 11 2
- 3. 2 MAIN MODES RESERVE A COMPUTER LAB, AND DO A COMPUTER-CENTRIC CLASS DO REGULAR ACTIVITIES IN A CONVENTIONAL CLASSROOM AND SET COMPUTER-BASED HOMEWORK Thursday, September 29, 11 3
- 4. 2 MODES OFBLENDED LEARNING RESERVE A COMPUTER LAB, AND DO A COMPUTER-BASED CLASS → COMPUTER-CENTRIC MODE Thursday, September 29, 11 4
- 5. 2 MODES OFBLENDED LEARNING DO REGULAR ACTIVITIES IN A CONVENTIONAL CLASSROOM AND SET COMPUTER-BASED HOMEWORK → DISCRETE MODE Thursday, September 29, 11 5
- 6. BLENDED LEARNING WITH TABLET COMPUTERS Thursday, September 29, 11 6
- 7. WEIGHT & PORTABILITY SHAREABILITY (TIM BRAY) SPEED → CASUAL USE COST CONNECTIVITY Thursday, September 29, 11 7
- 8. A 3 MODE OF BLENDED RD LEARNING LEARN IN REGULAR CLASSROOMS USE TECHNOLOGY OCCASIONALLY & CASUALLY SHARE INTEGRATED MODE Thursday, September 29, 11 8
- 9. INTEGRATED MODE COMPUTERS MAY BECOME LIKE: WHITEBOARDS OHP/OHC Thursday, September 29, 11 9
- 10. ANOTHER VIEW E-LEARNING (AND MOST LEARNING) IN JAPAN TENDS TO BE SOLITARY AND COMPETITIVE SHARING IPADS CAN ACT AS A STIMULUS TO GROUP LEARNING. REMINISCENT OF KEN BEATTY'S* FOCUS ON TANDEM LEARNING WITH COMPUTERS. VIRTUE OF NECESSITY. Ken Beatty. 2003. Teaching and researching computer-assisted language learning. Pearson Education. Thursday, September 29, 11 10
- 11. Internal Research Grant • Received a university-internal grant of 500,000 yen • Bought 7 Wi-Fi iPads with cases and software Thursday, September 29, 11 11
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- 13. Internal Research Grant • Used iPads in groups in Integrated Skills & Oral Presentation classes • Usually 4 to a group Thursday, September 29, 11 13
- 14. • What activitiesis it possible to do using iPads? • What activities is it useful to do using iPads? • What transformative activities are possible using iPads? • What practical and pedagogical challenges do iPads present? Thursday, September 29, 11 14
- 15. Activities • Creating presentations • Delivering presentations • Reading e-books • Creating podcasts • Creating mind maps • Playing word games • Creating surveys • Creating library tour guides Thursday, September 29, 11 15
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- 17. • Used Keynotefor iPad. • Students worked in groups to make (a) a simple presentation about a country of their choice; (b) a more complex presentation on a linguistic or cultural topic related to the same country. • Students presented to the whole class after finishing their presentations, connecting their iPad to a TV. Thursday, September 29, 11 17
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- 22. • Used GoogleDocs outside of class to create a group presentation. • In class, one student from each group visited the other groups on rotation to give their presentation. • Students presented to the whole class after finishing their presentations, connecting their iPad to a TV. Thursday, September 29, 11 22
- 23. • More traditionalactivity: most of the e-learning part of the activity is handed off to students to do as homework. • The iPads potentially serve as an enhancement to the actual presentation in class. Thursday, September 29, 11 23
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- 29. Playing word games Thursday,September 29, 11 29
- 30. • Traditional wordgames: Crosswords, Word associations, Shiritori, Scrabble • The iPad has a great variety of games: Wordflick HD, Words HD, WSolitaire HD, Scrabble, Boggle, Ultimate Hangman, Word Abacus, Wordlands, Word Zapper, Word Magic Thursday, September 29, 11 30
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- 32. Word Zapper Thursday, September29, 11 32
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- 34. Word Abacus Thursday, September29, 11 34
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- 36. Reading e-books Thursday, September29, 11 36
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- 38. • Potentially usefulfor extensive reading • Books available include Oxford Bookworms (at present Stages 1 & 2) • Lots of enhanced e-books available Thursday, September 29, 11 38
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- 45. Creating mind maps Thursday,September 29, 11 45
- 46. • Lots ofdedicated mind map software available: iThoughtsHD, iMindMapPro, MindMeister. MindMeister offers free accounts and has a browser-based edition. • Mind maps can also be created with general diagramming software: OmniGraffle Thursday, September 29, 11 46
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- 58. • Students createdepisodes for a new podcast (the PUK Review Cast), reviewing iPad software • Groups of 2 or 3 recorded a semi-prepared discussion in class, using VoiceRecorder. • The instructor uploaded episodes to the podcast site after class. Thursday, September 29, 11 58
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- 65. • Students usedmobile Safari to create a survey on Polldaddy. • They used the Polldaddy app to record other students’ answers and collate them. • They examined the collated answers on the Polldaddy site in mobile Safari and used the data to create a presentation. Thursday, September 29, 11 65
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- 71. Creating library tour guides Thursday, September 29, 11 71
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- 78. • Viewing angle(number of iPads) • Sharing, transferring files • Efficiency of group work • Charging & syncing • Time management • Ownership, and problems with lending in lessons only Thursday, September 29, 11 78