Students’ experiences of learning with iPads in upper secondary school – a base for proto-TPACK

Kontkanen, Sini; Dillon, Patrick; Valtonen, Teemu; Eronen, Lasse; Koskela, Hannu; Väisänen, Pertti

doi:10.1007/s10639-016-9496-7

Cited by 20 publications

(32 citation statements)

References 18 publications

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“…It is revealed that, TPACK is an effective framework not only for teacher education but also for primary and secondary education and it can be used for the benefit of both students (primary/secondary/high school) and teachers. There are studies found in the literature investigating the effects of course plans on teachers and students which are formed by TPACK framework (Brill, Listman & Kapila, 2015;Kontkanen et al, 2017;Hofer & Harris, 2010;Wetzel & Marshall, 2011;Doering et al, 2014;Aisyah, 2013). However, no research witnessed regarding the use of TPACK framework in the computing/informatics/programming courses curricula examining learning of students in the secondary school.…”

Section: Resultsmentioning

confidence: 99%

The effects of programming education planned with TPACK framework on learning outcomes

Atun¹,

Usta²

2019

PER

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This study aims at investigating the effects of Programming Education Planned with TPACK (Technological Pedagogical Content Knowledge) Framework on middle school students' learning outputs within the ITS (Informational Technology and Software) course. Although TPACK is known as a teacher training program, this study demonstrates it can be used in K12 education. The sample of the research consists of 41 6th grade level students from a Turkish middle school. This study used a quasi-experimental research design which compares pre-test and post-test results for experimental and control groups. Data were collected through quantitative scales. The effects of programming education planned with TPACK framework on students' academic achievement, perception of problem-solving skills and computational thinking skills are investigated. According to the results, the means of academic achievement, problem solving inventory and computational thinking skill scale scores of the experimental group are significantly higher, which means TPACK framed lesson has a positive impact on learning outcomes. As a result of this study it can be concluded that matching technology that is suitable for the relevant content is crucial for learning, using appropriate technology is a good strategy for learning technology, higher order skills are improved by technology supported learning and academic achievement can be enhanced by using enriched activities in a technological environment.

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Section: Resultsmentioning

confidence: 99%

The effects of programming education planned with TPACK framework on learning outcomes

Atun¹,

Usta²

2019

PER

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“…Surveys were based on previous empirical studies, from previous interviews, or by the authors according to the assessed concepts, but not from validated questionnaires linked to specific theoretical models. We noted that Norqvist (2016) and Kontkanen et al (2017) can be distinguished by their use of specific data collection methodologies. Norqvist (2016) used an original interview method based on the theory of group cognition.…”

Section: Methodologies In No-model-based Studiesmentioning

confidence: 99%

“…He then determined whether the students spontaneously raised the use of tablets in order to assess the integration of this tool in the students' representations. Kontkanen et al (2017) based their methodology on the TPACK framework (Mishra and Koehler 2006). They asked students to write two advisory letters: one giving instructions for a new student about how to use tablets for learning and another for a new teacher about how to use tablets for teaching.…”

Section: Methodologies In No-model-based Studiesmentioning

confidence: 99%

A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools

2019

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There is growing interest in the use of tablets in classrooms, and educational policies from different countries promote their integration. Previous literature reviews were conducted on the effects of the use of tablets in learning. There is, however, a strong need to understand how students perceive the use of tablets for learning as these perceptions determine the adoption, use and, thereby, the value of tablets for learning. Thus, the purpose of this article is to systematically review the existing literature on students' perceptions toward the use of tablets in primary and secondary schools. The literature search selected 41 relevant qualitative and quantitative studies meeting our inclusion criteria. Their results and methodological aspects were analyzed and discussed. Overall, the results showed that students have rather good perceptions of the use of tablets, though some limitations were highlighted, particularly in the qualitative studies. Moreover, this review highlighted the complementarity of quantitative and qualitative methods. Finally, educational implications and recommendations for further research were discussed.

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“…However, other studies, which used interviews focusing on particular contexts and tasks, found that students expressed negative perceptions in some instances (Duran and Aytaç 2016;Montrieux et al 2014). For example, students reported that tablets could cause problems by diverting attention (Duran and Aytaç 2016;Kontkanen et al 2017) or that using tablets could be problematic when the task involved taking notes and producing text using a virtual keyboard (Dündar and Akçayir 2014;Soffer and Yaron 2017).…”

Section: Acceptance Of Tablets As a Learning Toolmentioning

confidence: 99%

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

et al. 2021

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This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

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Students’ experiences of learning with iPads in upper secondary school – a base for proto-TPACK

Cited by 20 publications

References 18 publications

The effects of programming education planned with TPACK framework on learning outcomes

The effects of programming education planned with TPACK framework on learning outcomes

A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?

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