When Teaching Practices Meet Tablets’ Affordances. Insights on the Materiality of Learning

Nouri, Jalal; Pargman, Teresa Cerratto

doi:10.1007/978-3-319-45153-4_14

Cited by 11 publications

(6 citation statements)

References 12 publications

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“…The collected data constitutes a rich semantic corpus that was analyzed by applying thematic analysis principles (Braun & Clarke, 2006). Such analysis led us to identify a set of tabletmediated teaching practices namely: organizing teaching and learning, documentation, multimodal teaching and learning, motivation and engagement, assessment and provision of feedback, email communication and mobility that are already reported by Nouri and Pargman (2016). From this set of teaching practices, we selected the theme of multimodal teaching and learning that was further specified into the following classroom activities: learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom.…”

Section: Data Analysis Methodsmentioning

confidence: 99%

Taking an instrumental genesis lens: New insights into collaborative mobile learning

Pargman¹,

Nouri²,

Milrad³

2017

Brit J Educational Tech

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In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet‐mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry‐based learning in the natural sciences classroom and game‐based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet‐mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.

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Section: Data Analysis Methodsmentioning

confidence: 99%

Taking an instrumental genesis lens: New insights into collaborative mobile learning

Pargman¹,

Nouri²,

Milrad³

2017

Brit J Educational Tech

Self Cite

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“…After all, the small screen size of mobile devices is an obstacle to learning, especially because of the difficulty in collaboration with shared digital displays [11]. Tablets have also been shown to support multimodal learning, i.e., the use of different and combined modalities (e.g., text, sound, video and pictures) to support learning and meaning-making and to support learners to become both producers and consumers of knowledge material [12].…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Tablet Technology in Mathematics Education

Svela¹,

Nouri

Viberg³

et al. 2019

Int. J. Interact. Mob. Technol.

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<p class="0abstract">In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects. Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disciplines were covered, (b) what technology (application/hardware) was utilized, and (c) what pedagogical approaches were deployed in educational settings. This included analysis of the (d) advantages and (e) disadvantages present in those elements. Thirty-nine relevant articles were collected from various academic technology and educational databases. The results demonstrate that tablets are being predominantly deployed in various sub-disciplines such as Arithmetic, Computation, and Geometry with the iPad as the dominant choice for tablet hardware/applications. Pedagogical approaches lean heavily on game-based learning, environment interaction, and special needs support. Technological advantages include increased collaboration and mathematics engagement enabled by tablet mobility and a high potential for customization of solutions. Developers, teachers, and researchers need to be informed of potential challenges in designing content for tablet technology deployments in mathematics.</p>

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“…The tablet features a lightweight structure, autonomy, long battery life, and lower price compared to other computing devices. According to Nouri and Pargman (2016), in pedagogy, tablets help learners perform consultation tasks (e.g., searching for information online) and production tasks (e.g., making videos and designing creative mappings). Their portability and small size enable learners to perform interactive learning, such as communicating and collaborating, on tablets after class (Mulet et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Tablet Use on Student Learning Achievements, Participation, and Motivation at Different Levels

Liu¹

2022

International Journal of Technology-Enhanced Education

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The incorporation of tablets into education has become widespread in recent years. Their use enables learners to gain access to a plethora of learning resources. Nevertheless, reasonably little has been done to systematically review the effects of tablet-assisted learning on student learning achievements, participation, and motivation. In this study, both the positive and negative effects of tablet-assisted learning were explored. In addition, the motivational elements of tablet-assisted learning were discussed, coupled with an analysis of its effects on motivation and gender differences in tablet use. The roles of tablet use in learner participation and ways to enhance learner participation were also studied. Additionally, we discussed the impacts of tablet-assisted learning at different grade levels and provided constructive suggestions for technologists and educators. Further research should carry out empirical investigations with large samples or by combining tablets with gamification to identify more factors affecting tablet use and address the existing problems.

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When Teaching Practices Meet Tablets’ Affordances. Insights on the Materiality of Learning

Cited by 11 publications

References 12 publications

Taking an instrumental genesis lens: New insights into collaborative mobile learning

Taking an instrumental genesis lens: New insights into collaborative mobile learning

A Systematic Review of Tablet Technology in Mathematics Education

The Effects of Tablet Use on Student Learning Achievements, Participation, and Motivation at Different Levels

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