What's the difference? Learning collaboratively using iPads in conventional classrooms

Abstract

a b s t r a c tSince its release in 2010, Apple's iPad has attracted much attention as an affordable and flexible learning tool for all levels of education. A number of trials have been undertaken exploring the device's efficacy for specific purposes, such as improving delivery of course content and learning resources at tertiary level, and the performance of apps for meeting specialised learning needs. However, with increased mainstreaming of these devices through iPad-supported modern learning environment (MLE) and Bring Your Own Device (BYOD) programmes, data are becoming available that provides insight into how these devices function as part of regular classroom environments. This article reports an analysis of data collected over almost 3 years from nearly 100 New Zealand primary (elementary) students of different ages, who used iPads daily for most curriculum tasks. Specifically, it uses different data sources to explore how observed and recorded device design and app attributes, affected the students' ability to work collaboratively. Results suggest fundamental differences exist between iPads and other digital devices that helped these students collaborate, and that when combined with cloud-based apps and services such as Google Docs, extended this collaboration to much wider audiences well beyond the school gate. It concludes that beyond the hype and rhetoric, exciting potential exists for this tool to support a 'blurring in the line' between learning in formal school and informal environments.

“Computer what's your favourite colour?” children's information‐seeking strategies in the classroom

“…This is similar to the situation globally with studies confirming that, worldwide, child‐specific software is seeing significant use in primary education: for example, for reading and searching (i.e., Hutchinson et al, ), and novel teaching of mathematics and programming using tablets, software and haptic devices (i.e., Hegedus, ). Recent research also explores use of contemporary devices in the classroom including tablet and mobile devices such as iPods and iPads (Falloon, ), interactive whiteboards (Mellingsaeter & Bungum, ), and clicker classroom response systems (Moratelli & DeJarnette, ). While it is common to find a wide range of digital information seeking technologies in modern schools these technologies only enhance the learning through quality pedagogically driven implementation by teachers (Okojie, Olinzock, & Okojie‐Boulder, ).…”

Variations of Symbolic Power and Control in the One-to-One Computing Classroom: Swedish Teachers’ Enacted Didactical Design Decisions

“…When using such or similar methods, earlier Swedish classroom research report that not only teachers, but students too, become designers (Kjällander, 2011). Other studies, which do not comment on teachers' control explicitly, argue that one-to-one computing can be used to increase collaboration among students and to extend the learning environment beyond the school building (Falloon, 2015). A great amount of research reports on students' use of one-to-one computing to design and produce material, for example by creating videos (e.g., Pegrum, Oakley, & Faulkner, 2013).…”

The Implementation of Bring Your Own Device (BYOD) in Primary [Elementary] Schools

“…Clark (2013) argues that the implementation of BYOT practices contributed to transforming the traditional classroom through empowering teachers and students using personalized learning approaches (Clark, 2013). Similar innovative practices are described by Falloon (2015) in New Zealand research where benefits of using iPads extended into the home. Findings such as these lend support to arguments for BYOD in schools but also suggest a need to examine the broader influences of BYOD on family and school practices.…”

“…This is mainly due to the reported potential of these devices for supporting contemporary views of teaching and learning (Traxler, 2009). As examples of mobile devices, mobile phones and mobile tablet technologies have potential to support collaborative learning in conventional and online learning environments (Falloon, 2015). The instant access to, and flexibility of mobile devices are seen as enablers for collaborative learning (Murray and Olcese, 2011).…”

“…This is referred to as the Bring Your Own Device (BYOD) or Bring Your Own Technology (BYOT) model. Using the BYOD model parents provide the technologies for their children's use in similar ways to other educational resources such as books (Falloon, 2015). …”