Tablet Use in Schools: Impact, Affordances and Considerations

Major, Louis; Haßler, Björn; Hennessy, Sara

doi:10.1007/978-3-319-33808-8_8

Cited by 27 publications

(20 citation statements)

References 33 publications

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“…Studies such as the one by Liu, Scordino, Geurtz, Navarrete, Yujung Ko & Lim (2014); Cabero & Barroso (2016); Major, Hassler & Hennessy (2017), among others, have evidenced the interest in the use of the mobile devices in teaching contexts, their contributions and the repercussions on the student's learning results. Other works have described the appearance of addictive behaviors due to their excessive use in the teaching and personal domains (Castellana et al, 2007;Cuesta & Gaspar, 2013;Rodríguez-Gómez et al, 2018), or the consequences of the use of mobile phones by the citizens, and the need to offer user guidelines and norms and to opt for a model of mediation for the use of mobile communication (Park & Karan, 2014).…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Aliaño¹,

Hueros²,

Franco³

et al. 2019

J. New Approaches Educ. Res.

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The aim of this study is to determine the factors that significantly influence the acceptance and intent to use smartphones and tables as resources for learning in university contexts, as well as the relationships established between them. For their analysis, we followed a contextualized model of evaluation starting with the methodological framework of the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh and collaborators (2003). For this, a data collection instrument was designed, validated to our context and optimized for mobile learning and the education community. A total of 370 university students participated in the study. From the statistical analysis conducted, it was shown that the instrument constructed had a notable internal consistency, showing a high validity for collecting information in relation to five of the eight factors of which it was composed, although it should be revised in relation to the other three. Also, through the data collected, a high pre-disposition was observed for the use of mobile devices for learning, with a direct effect on the constructs validated, as well as the socio-demographic variables (age, gender, degree year and field of knowledge) that could be considered moderating variables of this pre-disposition. Although these results could be put into context in future studies, it can be concluded that the instrument design can be a good indicator of the pre-disposition towards the use of mobile learning strategies.

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Section: Introductionmentioning

confidence: 99%

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Aliaño¹,

Hueros²,

Franco³

et al. 2019

J. New Approaches Educ. Res.

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show abstract

“…Tablets and smartphones (i.e., mobile technology) as learning tools for school use is on the rise worldwide (Norris and Soloway, 2015 ). The technology is reported to impact positively on learning outcomes (Major et al, 2017 ), by facilitating contextual and situated learning (Brown and Mbati, 2015 ). For instance, mobile devices are thought to stimulate personalized and informal learning by corroborating and adapting to the interests, preferences, and competencies of learners (Traxler and Wishart, 2011 ), while affording personal publishing and sharing (Mbati, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes

2018

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“…The role of technology has attracted attention in terms of how the exploitation of its multimodal and interactive features is likely to support pedagogic and learning functions (Hubbard & Couch, 2018). There is growing interest in applying information and communication technology (ICT) to classroom dialogue and this intersection has emerged to become one of the most significant research topics for dialogic research in the past two decades (Major et al, 2017;Song et al, 2019). As the infrastructure and component that underpins modern computing, ICT refers to all technologies used to handle telecommunications, media, audio-visual processing, etc.…”

Section: Abstract Classroom Dialogue Bibliometric Analysis Educatiomentioning

confidence: 99%

A Topic-Based Bibliometric Analysis of Two Decades of Research on the Application of Technology in Classroom Dialogue

Hao

Chen

Song

2020

Journal of Educational Computing Research

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With growing interest in technology and its application within education, an increasing volume of research literature concerning the utilisation of technology in classroom dialogue has become available. To provide a comprehensive overview of the research area, this paper reports the results of topic-based bibliometric analysis of relevant articles published from 1999 to 2018. Trends in articles and citations, productive institutions, countries/regions and journals are identified. Vital research interests in the research area and how have they evolved over time have been specified and visualised. Interest in the application of technology in classroom dialogue has grown significantly during the past 20 years and will continue to expand. The USA is the top productive country in the field, and countries/regions and institutions that display a large number of international collaborations are likely to be influential. Topic analysis highlights the existing prominence of research in the areas of Dialogue, Settings, Collaboration and Information communications technology, as well as increasing interest in Learning achievement and Teacher professional development. Findings obtained in this study could potentially help promote the use of technology in classroom dialogue, and provide suggestions for scholars and project investigators in (re)allocating research resources.

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Tablet Use in Schools: Impact, Affordances and Considerations

Cited by 27 publications

References 33 publications

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes

A Topic-Based Bibliometric Analysis of Two Decades of Research on the Application of Technology in Classroom Dialogue

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