Can Tablet Computers Enhance Learning in Further Education?

Autor/in	Butcher, John
Titel	Can Tablet Computers Enhance Learning in Further Education?
Quelle	In: Journal of Further and Higher Education, 40 (2016) 2, S.207-226 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2014.938267
Schlagwörter	Foreign Countries; Handheld Devices; Technology Uses in Education; Higher Education; Postsecondary Education; Case Studies; College Students; College Faculty; Program Effectiveness; Access to Computers; Qualitative Research; Focus Groups; Student Attitudes; Teacher Attitudes; Barriers; Technology Integration; Educational Technology; Majors (Students); Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Case study; Fallstudie; Case Study; Collegestudent; Fakultät; Qualitative Forschung; Schülerverhalten; Lehrerverhalten; Unterrichtsmedien; Großbritannien
Abstract	Interest in the potential benefits of providing tablet computers to students has grown in recent years, both in UK institutions, and across the world. Limited research studies have been reported in higher education (HE), and primary and secondary school settings, tentatively suggesting a range of positive impacts on learners, but little conclusive research has been published on the introduction of tablets in further education (FE). This article presents a case study of a single, mid-size English FE college, which piloted the provision of tablets to bounded groups of students and teachers in four diverse curriculum areas. The author was invited to help design the college's evaluation of the pilot, which would inform a potential business case to extend the pilot to all students. One element was a qualitative research project, with data captured through a series of focus group interviews with all 64 students who received tablets, and separate interviews with their ten teachers. Findings are reported here, exploring the extent to which students and teachers perceived learning benefits from the tablets: for some learners, this was reported as enhancing the organisation of learning; supporting greater independence of learning and enabling more purposive learning. Barriers to learning enhancement were also identified, including institutional issues (frustration with technical infrastructure), and individual learner disengagement (distraction and surface engagement with mere "novelty"). Concluding that the tablets' clear benefits were not automatically transformative, and engagement was not uniform, findings are relevant to FE managers and leaders of other institutions considering tablets as a possible learning panacea. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01