“Old school” meets “new school”: Using books and tablets to improve information literacy and promote integrative learning among business students

Mang, Colin F.; Brown, Natalya; Piper, Linda

doi:10.1016/j.ijme.2017.07.003

Cited by 8 publications

(3 citation statements)

References 17 publications

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“…Naše zistenia teda úplne neodrážajú trend vyplývajúci zo všeobecne stúpajúcej tendencie používania a popularity práve dotykových technológií žiakmi, ktorý potvrdzujú aj nedávne výskumy (Chen, Chang & Wang, 2008;Rideout, 2013, Simsek & Dogru, 2014. Množstvo ďalších štúdií skúma ich aplikáciu do rozličných pedagogických situácií, pričom sledujú široké spektrum didaktických a pedagogicko-psychologických aspektov ich použitia (Yang et al, 2015;Zydney & Warner, 2016;Mang et al, 2017;Volk et al, 2017;Liu et al, 2017;Fu & Hwang, 2018;Hadlington et al, 2019). Opäť však dodávame, že žiadny z týchto výskumov sa nezaoberal použitím tabletov (resp.…”

Section: Diskusiaunclassified

Tablet alebo notebook? Komparatívna štúdia žiakovho vnímania rozdielnych technologických prístupov v počítačom podporovanom chemickom laboratóriu

Skoršepa¹,

Kmeťová²,

Horváthová³

2020

sciED

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Školské experimentovanie s podporou výpočtovej techniky je v relevantnej literatúre už niekoľko desiatok rokov prezentované ako jeden zo sľubných prístupov v štúdiu prírodných vied. Technológie však podliehajú veľmi častým a rýchlym zmenám, a preto aj v oblasti počítačovej podpory laboratórnej činnosti žiakov možno za posledné obdobie sledovať rôzne technologické riešenia. V tomto príspevku sa zaoberáme komparáciou žiackeho vnímania experimentovania s dvomi rozdielnymi koncovými zariadeniami: (i) notebookmi a (ii) tabletmi, ako súčastí rovnakého typu meracieho systému. Pre účely štúdie sme vytvorili sadu štyroch počítačom podporovaných aktivít z chémie, ktoré boli realizované dvomi skupinami žiakov slovenských gymnázií. Kým prvá skupina pracovala s meracími systémami, kde boli ako koncové zariadenia použité notebooky, druhá skupina pracovala na rovnakých aktivitách s tabletmi. Cieľom štúdie je zistiť, či rozdielne technologické prístupy majú potenciál generovať štatisticky významné rozdiely vo vnímaní tohto typu experimentovania samotnými žiakmi.

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Section: Diskusiaunclassified

Tablet alebo notebook? Komparatívna štúdia žiakovho vnímania rozdielnych technologických prístupov v počítačom podporovanom chemickom laboratóriu

Skoršepa¹,

Kmeťová²,

Horváthová³

2020

sciED

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“…Classroom based teaching involves web supplemented courses, namely online lecture notes and links to online resources (Liu et al, 2016). There are web based dependent courses that involve online discussions and collaborative work (Mang et al, 2017) and a mixed course mode using an eLearning environment without a reduction in classroom time. Furthermore, campus attendance remains a part of the learning mode in which students can benefit from learning in an online environment from any part of the world in any country and time zone.…”

Section: Different Uses Of Ict-based Learningmentioning

confidence: 99%

Impact of tablet PCs on learning outcomes in a classroom environment

Javed

Samara

2019

IJLT

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It is evident that information and communication technology (ICT) plays a vital role in educational settings. However, it is also important to determine how learners use ICT in different settings. Currently, ICT is mostly used as a supporting tool for the existing learning process, however, it is still unable to revolutionise the learning and teaching process. The reason for this can be its failure to unleash its original potential and capabilities. This study adopted a quasi-experimental method to measure the impact of using tablet PCs on the learning outcomes of 255 children inside classrooms. Data was collected from both types of classroom, i.e., classrooms using and not using mobile tablets for learning and the difference-indifferences technique has been coupled with a t-test to make the comparison. The results show that children using tablet-PCs in the classroom have better learning outcomes.

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“…The integration of the main types of children cognitive activity is widely used in our time in various options for organizing integrated classes at different levels of education from preschool to higher education. The researches (Arnold, 2010;Bannan-Ritland, 2003;Booth, 2011;Booth et al, 2009;Bretz Jr. and Thompsett, 1992;Cambridge, 2008;Dean et al, 2020;Durrant and Hartman, 2015;Eysenck, 1963;Ferrett et al, 2013;Froyd et al, 2007;Galvin, 2006;Gross and Pinkwart, 2015;Gupta and Boyd, 2011;Hinchliffe and Wong, 2010;Kutt et al, 2019;Lowenstein, 2015;Mang et al, 2017;McLoughlin and Thoms, 2015;Park, 2019;Shetty et al, 2001;Walshe et al, 2013;Woodside, 2018) are discussed the issues.…”

Section: Introductionmentioning

confidence: 99%

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

Семеріков¹,

Osadchyi²,

Kuzminska³

2022

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Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.

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“Old school” meets “new school”: Using books and tablets to improve information literacy and promote integrative learning among business students

Cited by 8 publications

References 17 publications

Tablet alebo notebook? Komparatívna štúdia žiakovho vnímania rozdielnych technologických prístupov v počítačom podporovanom chemickom laboratóriu

Tablet alebo notebook? Komparatívna štúdia žiakovho vnímania rozdielnych technologických prístupov v počítačom podporovanom chemickom laboratóriu

Impact of tablet PCs on learning outcomes in a classroom environment

Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET

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