Does iPad Use Support Learning in Students Aged 9-14 Years? A Systematic Review

Autor/inn/en	Boon, Helen J.; Boon, Lucy; Bartle, Toby
Titel	Does iPad Use Support Learning in Students Aged 9-14 Years? A Systematic Review
Quelle	In: Australian Educational Researcher, 48 (2021) 3, S.525-541 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boon, Helen J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00400-0
Schlagwörter	Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Preadolescents; Early Adolescents; Teaching Methods; Program Effectiveness + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-adolescence; Präadoleszenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This systematic literature review sought to examine whether iPad or other mobile technology use by school students aged 9 to 14 years enhanced academic outcomes. Conducted in March 2019 using the PRISMA statement, the review identified 43 studies published between 2010 and 2019 which specifically addressed the research question. Findings revealed that iPad use for specific school learning areas such as mathematics, English, science, and the like has not consistently enhanced academic outcomes. Some reviewed papers also indicated that teachers were not always employing the technology most effectively. To defend the current extensive classroom use of mobile technology such as iPads, further research employing within-subject designs must be conducted. Such research must assess the efficacy of iPad use for attaining specific content area outcomes against pedagogies which utilise paper reading, handwriting and/or other manipulations of teaching materials. Moreover, teacher professional learning needs to be provided so that when teachers use iPads in classrooms they are able to deploy them in the most appropriate way. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01