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11.
Mary Helen Fagan 《学校用计算机》2013,30(2):105-121
The purpose of this study was to explore the acceptance of mobile learning by students in a higher education setting. The unified theory of acceptance and use of technology (UTAUT) was extended to include hedonic motivation, operationalized as enjoyment, as well as social influence in a field study involving the adoption of iPad mobile devices. Survey data were collected from 171 college students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that enjoyment and performance expectations were important factors influencing the acceptance of mobile learning in this context. For those engaged in the mobile learning pilot project upon which this study was based, the use of the UTAUT and the results provided a theory-based empirical approach to support an assessment that the pilot project goals were achieved. Overall, students perceived iPads to be useful and enjoyable tools for accomplishing educational tasks and improving learning outcomes. 相似文献
12.
As Apple iPads are increasingly being adopted in schools for educational purposes, school administrators are seen as the key facilitators in the implementation of this new technology. This survey-based quantitative study investigated the impact of receiving iPad training on school administrators’ attitudes towards iPad use in their professional lives and in the classroom by teachers. The participants consisted of 51 elementary and secondary school administrators in one of the largest public charter school systems in a southwestern state. School administrators reported that iPads were effective tools for administrative tasks and personal organization. Results also suggest that school administrators in this study had positive views regarding the potential of iPads’ current and future use in the classroom by teachers. Furthermore, the training process had a positive effect on the school administrators’ development of iPad skills and knowledge. 相似文献
13.
The Common Core State Standards produce a need to understand how digital tools can support literacy instruction. The purpose of this case study was to explore how a language arts teacher's integration of computers and iPads empowered and constrained her and the resulting classroom instruction. Constraining factors included (a) inadequate technological knowledge, (b) expectations of students’ comfort with technology, (c) inappropriate expectations for assignments, and (d) limited conceptions of the purposes of technology. Subthemes related to enhancement included: enhancement of classroom environment, simplicity and sophistication equal innovation and empowerment, combining tools, and digital tools support multimodal communication. 相似文献
14.
This paper reports a study that examines the integration of tablet technologies such as iPads into literacy lessons to investigate how reading and meaning‐making occur within this digital medium. Specifically in this paper, we discuss the concept of reading paths as applied to physical and cognitive planes of meaning‐making. The paper reports on data collected as part of a Social Sciences and Humanities Research Council (SSHRC) funded project involving researchers from Canada, the United States and Australia. The study is currently under way in schools in the three different countries where the researchers are observing students in classrooms in primary and secondary schools. The research is designed with a mixed methods approach coding video footage of dyads to enable close study of their interaction during literacy tasks incorporating iPads. Our findings show that the affordances of touch technology allow for multimodal, multidirectional reading paths. By tracking students' interactions with the digital platform through touch, it is possible to see navigation as evidence of the relationship between material and cognitive processes, which fosters metatextual awareness. These aspects of modes and new literacies construct a dynamic materiality for students' reading and writing. As a result, we propose that current awareness of the mode of gesture needs to be expanded to take into account haptic ways of learning. 相似文献
15.
The University at Buffalo Health Sciences Library provides reference and instructional services to support research, curricular, and clinical programs of the University at Buffalo. With funding from an NN/LM MAR Technology Improvement Award, the University at Buffalo Health Sciences Library (UBHSL) purchased iPads to develop embedded reference and educational services. Usage statistics were collected over a ten-month period to measure the frequency of iPad use for mobile services. While this experiment demonstrates that the iPad can be used to meet the library user's needs outside of the physical library space, this article will also offer advice for others who are considering implementing their own program. 相似文献
16.
In learning to use a new technology like the iPad, primary teachers adopt a diverse range of experiential, informal and playful strategies contrasting sharply with traditional models underpinning professional development which emphasise formal courses and events led by ‘experts’ conducted in formal settings such as the school. Since post-PC devices like the iPad have been linked with transformational educational learning, there is an imperative to better understand how teachers can be encouraged to use them more effectively. Despite their growing popularity in schools, there is little research to indicate how and under what circumstances teachers learn to integrate these technologies into their daily practices. This paper uses data collected from two national studies of iPad use in Scotland and Wales to propose a new model of professional development. This model reflects findings that the teachers reject traditional models of sequential, or staged, professional development (often led by external providers or ‘experts’), in favour of a more nuanced and fluid model where they learn at their own pace, in a largely experiential fashion, alongside their pupils in a relationship which reverses the traditional power nexus. The model has the potential to inform professional development for both trainee and serving teachers in learning to use the iPad in the primary classroom. 相似文献
17.
Criticisms have been levelled at e-research that limited knowledge has been produced helpful for guiding educators in using digital tools more effectively for teaching and learning. This issue has become more acute with the emergence of mobile devices that enable learners to transition across different learning spaces and times. Traditional data methods are challenged to adequately capture the dynamic and collaborative exchanges occurring in flexible, technology-saturated environments, such as Bring Your Own Device or innovative learning environments (ILEs). This article details the development and use of an innovative digital data system in a series of studies exploring elementary students' learning using iPads in two ILEs in a New Zealand school. It explains the system, and evaluates its efficacy for capturing data representing use of the devices across learning spaces and tasks. While the system was highly effective, a number of barriers to its use existed. Ethical challenges were also encountered, and difficulties experienced managing and working with the volume of data produced. Although yielding high-quality data, it is up to individual researchers to assess for themselves the pros and cons of using a system such as described in this article, given the resources and time at their disposal. 相似文献
18.
Rachael Law Schuetz Gina Biancarosa Joanna Goode 《Journal of Research on Technology in Education》2018,50(4):318-332
AbstractAs technology has spread in schools, we know little about how technology mediates the performance of primary-aged students and their engagement in mathematics. Given the well-established link between achievement and engagement, understanding the impact of technology on engagement can inform practice. This study examines how technology might impact second graders’ engagement in mathematics using IXL, a math intervention administered on the iPad, as compared to a traditional paper–pencil approach. Although there was not a statistically significant difference in the pre–post student engagement surveys, the teacher focus group described increased student independence using technology and found it easier to differentiate and provide corrective feedback, while helping students build fluency. 相似文献
19.
Robin Samuelsson Sara Price Carey Jewitt 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(1):58-76
Practitioner notes
What is already known about this topic- Touchscreens are a significant part of children's lives and educational curricula.
- There is considerable uncertainty on how touchscreens can be incorporated into early childhood education.
- Little is known about how educational social interaction changes with touchscreens such as iPads.
- A mixed methods multimodal analysis of the changing actions and dynamics of iPads as compared with bookreading.
- Children's patterns of communication change towards less talk and more bodily communication, while teachers’ actions remain somewhat similar.
- Touch actions change the dynamics of interaction, can alter the pedagogical situation and bring a reconceptualisation towards a cyclical and embodied view of interaction.
- New patterns of action may require a recalibration of educational practices.
- Teachers need to attend to new sets of touch actions that children use to communicate and act with as displays of knowledge.
- The use of touch screens should be seen as complementary to established practices of language and literacy training (such as book reading) rather than replacing them.
20.
Kelly Ahlfeld 《International Information and Library Review》2017,49(4):285-289
Chromebooks and the G Suite group of products, like Google Search, Gmail, and Google Docs, have rapidly expanded in American schools during the past 5 years. The impact of one-to-one Chromebook devices and the pervasive use of Google's software products in American education cannot be overstated. This article explores some of the influences of these products on research, based on the experiences of a librarian and technology coordinator at an elementary education level. The author has several suggestions for effective research with these products in mind. 相似文献