Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes

Abstract

Executive SummaryThis paper explores the integration of tablets, such as the Apple iPad, in university classes and provides recommendations for other instructors to consider when adopting tablet technology. During the trial conducted in the summer of 2011 using iPads, we found that tablets had both academic and social uses, which should be considered when using this technology.The key to successfully adopting tablet technology was to ensure that students remained academically engaged with the device on a regular basis so that they became accustomed to its use. We found that the most useful ways to encourage academic engagement with the device included taking notes during lectures and conducting research during class. The connectivity associated with the devices allowed for enhanced interaction and collaboration among the students. We also found that tablets posed much less of a distraction to students than laptops, i.e., students who used tablets were less likely than laptop users to engage in off-task activities such as instant messaging, social network usage, and watching videos during a lecture.We make five recommendations for faculty who are considering adopting tablets as a mandatory component in their classrooms: 1) Know "everything" about the tablet operating system prior to distributing tablets to your students. 2) Decide early on how you would like to use the tablet in your class. 3) Ensure that you work closely with your institution's Information Technology department. 4) Make the tablet an integral component of your class. 5) Describe the features and benefits on the first day. 6) Carefully consider how to distribute the tablets.

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“…Such distraction could interfere with student learning of the course material (Mang and Wardley 2012 ). Furthermore, what worked in our course would not necessarily be appropriate in every course.…”

“…As the use of these new technologies has expanded, so has research on using tablet devices (e.g., Mang and Wardley 2012 ;Morris, Ramsey, and Chauhan 2012 ) and social media (e.g., Moran, Seaman, and Tinti-Kane 2011 ;Roblyer et al 2010 ) in higher education. Findings suggest that the technologies in question can produce beneficial educational outcomes, if they are used under the appropriate conditions.…”

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