Exploring young students' talk in iPad-supported collaborative learning environments

Falloon, Garry; Khoo, Elaine

doi:10.1016/j.compedu.2014.04.008

Cited by 101 publications

(52 citation statements)

References 16 publications

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“…From a performance expectancy perspective, teachers in our formative assessment identified multiple benefits of mobile learning to support their instruction. Similar to previous studies (Falloon and Khoo 2014;Kucirkova et al 2014;Martin and Ertzberger 2013), these findings suggested the affordances of the device lead to greater engagement from a student perspective. This data also extends the other mobile device research through data that found increased engagement and supported selfdirected learning.…”

Section: What Was Found and Impactsupporting

confidence: 77%

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Testa

Tawfik

2017

J Form Des Learn

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As the popularity of mobile technology rises, there is an increased emphasis to integrate these devices into the classroom. While some research has investigated its effectiveness, further research is needed to understand why teachers adopt these tools to improve teaching. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this formative assessment used an explanatory mixed-methods approach to identify the barriers and challenge teachers face in adoption. Themes of the qualitative data focused on self-engagement and self-directed learning, classroom management challenges, self efficacy and limited professional development, and lack of clear administrative vision. Implications for practice are also discussed.

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Section: What Was Found and Impactsupporting

confidence: 77%

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Testa

Tawfik

2017

J Form Des Learn

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“…Finally, at level six, students created knowledge, 31.7% of the time. An example of level six included students creating their own puppet shows and animating stories and constructing collage pictures and sharing them via social media (Fallhoon & Khoo, 2014). Figure 2 shows the level of Bloom's Taxonomy students were engaged in when completing the learning activities.…”

Section: Resultsmentioning

confidence: 99%

Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy

Crompton¹,

Burke²,

Lin³

2018

Brit J Educational Tech

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The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK‐12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).

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“…A relative study undertaken by Fisher, Lucas, and Galstyan (2013) compared using iPads and laptops with student pairs, states that students who use iPads reveal significant benefits from using them if learner collaboration is a goal. Also, according to Falloon and Khoo (2014) new devices promise important results that are very encouraging, and underline the potential of collaborative learning environments promising opportunities to raise the quality of students learning.…”

Section: Introductionmentioning

confidence: 92%

ICT and collaborative co-learning in preschool children who face memory difficulties

Drigas¹,

Kokkalia²,

Lytras

2015

Computers in Human Behavior

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Exploring young students' talk in iPad-supported collaborative learning environments

Cited by 101 publications

References 16 publications

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Mobile, but Are We Better? Understanding Teacher’s Perception of a Mobile Technology Integration Using the Unified Theory of Acceptance and Use of Technology (UTAUT) Framework

Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy

ICT and collaborative co-learning in preschool children who face memory difficulties

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