tablet supported education: attitude of students and teachers

TABLET SUPPORTED EDUCATION:

ATTITUDE OF STUDENTS AND TEACHERS

Balazs CzekmanUniversity of Debrecen, HungaryPhD student

IKT MasterMinds

TABLET PC IN EDUCATION The Horizon Report 2010 predicts the mobile technology integration to the

education within one year (Johnson et al. 2010)

New educational technology, tablet(Mares, 2012), 1:1 access model

More and more schools integrate mobile technology (Clarke et al., 2013), more and more researches (Haßler et al., 2015)

Ownership of devices: smartphone (83% ), tablet (over 50%), notebook (47%), desktop (37%) (DIA, 2016)

More and more initiatives, researches in Hungary (Abonyi-Toth – Turcsanyi-Szabo, 2015; Kis-Toth – Borbas – Karpati, 2014; Racsko – Herzog, 2015, Jarosievitz, 2016)

HuCER 2017, Budapest

WHY TABLETS?

Access model: 1:1 (Walling, 2015)

M-learning, mobile learning (Miskolczi, 2012; Seres, 2008a; Turner, 2012)

Possible ways of using tablets (Cheung & Hew, 2009)

Pros and cons of using tablets in education (Clarke et al., 2014; Kis-Toth et al., 2014; Mares, 2012)

What will the future bring? School-organized projects? BYOD?


DESCRIPTION OF THE PILOT PROJECT

Duration

Methods and

pedagogy

Professional

training

Participants


Descriptive research; usage profile, attitude

Duration: 2015-2016, one year school term (10 months)

Full sample research

Teachers: n=12 (174 questionnaires with multiple data gathering)

Lower primary students: n=28 (153 questionnaires)

Upper primary students: n=37 (317 questionnaires)

Data gathering instruments (questionnaire, semi-structured interviews)

Two different kinds of student questionnaires

Two different kinds of teacher questionnaires

DETAILS OF THE RESEARCH


HYPOTHESES

H1: The tablet usage during lessons can increase the motivation

of the students.

H2: The tablet usage during lessons can help the learning

process.

H3: The tablets can help the teachers to reach their

pedagogical goals easier.

H4: As time goes the positive attitude toward the devices will

decrease because of the „novelty factor”.


RESEARCH QUESTIONS

(1) What advantages do the teachers experience using tablets

in education?

(2) What challenges do the teachers experience using tablets

in education?

(3) How much extra time do teachers need for preparing a

tablet supported lesson?


DISTRIBUTION OF THE TABLET SUPPORTED LESSONS BY SUBJECTS

subjectclass

total1.a 1.b 1.c 5.a 5.b

Mathematics 31 18 0 0 1 50

IT 6 0 3 18 15 42

English 0 0 0 12 26 38

Geography 0 0 0 1 21 22

Hungarian literature 9 0 0 0 5 14

Biology 0 0 0 3 4 7

Arts 0 0 0 0 1 1

total 46 18 3 34 73 174

by upper, lower yrs 67 107 174


DISTRIBUTION OF THE TABLET SUPPORTED LESSONS

1014

105 5 7

27 6

1

11

14 22

812 8

10

21

1

Sept Oct Nov Dec Jan Feb March Apr May June

lower primary upper primary


HOW DID YOU FEEL YOURSELF DURING THE LESSONS?

very well; 89,5%

half way; 5,9%

not really well; 4,6%

very well; 91,8%

half way; 6,9%

not really well; 1,3%



HOW MUCH DID YOU ENJOY THAT YOU COULD USE TABLET?

very much; 88,2%

half way; 6,5%

not too much; 5,2%

very much; 86,4%

half way; 10,4%

not too much; 3,2%



HOW MUCH DID THE TABLET HELP YOU?

very much; 86%

half way; 10%

not too much; 3%

upper primary


HOW MUCH DID THE TABLET HELP YOU? (NOVELTY FACTOR)

months

totalOctober November December

January

2016

February

2016

March

2016

April

2016

very muchN 23 31 21 36 37 46 57 251

% 62,2% 72,1% 87,5% 69,2% 94,9% 82,1% 86,4% 79,2%

half wayN 13 12 3 13 2 9 6 58

% 35,1% 27,9% 12,5% 25,0% 5,1% 16,1% 9,1% 18,3%

not too

much

N 1 0 0 3 0 1 3 8

% 2,7% 0,0% 0,0% 5,8% 0,0% 1,8% 4,5% 2,5%

totalN 37 43 24 52 39 56 66 317

% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0%

Chi-Square: p=0,008


EXTRA PREPARATION TIME: 39 MINUTES

23,5

34,3

20,6

43,841,2

57,060,0 59,3

26,4

10,0

Sept Oct Nov Dec Jan Feb March Apr May June

Extr

a p

rep

ara

tion

tim

e(m

in)


EXTRA PREPARATION TIME BY SUBJECTS

15,79 20,7131,36

53,93

81,36

158,57

ANOVA (p<0,001)


(38)(42)

(50)

(14)(22)

(7)

TO WHAT EXTENT WERE THE PEDAGOGICALGOALS REACHED?

1 1 15

17

26

50

0 10 60 70 80 90 100

pro

port

ion

of

ans

wers

(%)

reached pedagogical goal (%)


TO WHAT EXTENT DID THE TABLETS HELP TOREACH THE PEDAGOGICAL GOALS?

1 1 1 3 37

20

65

0 10 20 60 70 80 90 100

pro

port

ion

of

ans

ww

ers

(%)

the help of tablets reaching the goals (%)


PEDAGOGICAL, METHODOLOGICAL COMMENTS


It was easy to realize the different abilities and speed of the students. The

tasks were based on attention focus.”

It can be very useful for revision. We can reuse the drills again, we don’t

have to photocopy again.”

I used it on study circle, where we worked with applications. We used the

dictionary. There was an interesting comment as we have to write and spell

correctly, because the computer only accepts the right way. It develops two

different fields: the writing and the language vocabulary.”

TECHNICAL COMMENTS


„The projector is a great help.”

„We tried the tablets for the first time in the English class. They worked well, even

YouTube videos streamed flawlessly.”

„We had technical issues with the „Lapozo”, the students had to wait a lot for each

other.”

„The students are able to solve the technical issues alone. They wait for each other.”

„We had a lot of difficulties with the „Lapozo” in the beginning. We couldn’t succeed

with a multiplayer game because of technical reasons.”

OTHER COMMENTS


„First tryings.”

„I used it for revision in the beginnig of the school term. The tabletwas perfect for specific tasks, and moreover for motivation. The students learnt to use the device fast, they weren’t afraid of them. They got familiar with them easily.”

„We love them!”

„That was the first time when I could integrate them into the lesson.”

Ufortunately the kids were useless.”

SUMMARY, FUTURE OF THE PROJECT

Continuation of the project (mobile device acceptable use

policy, school-organized professional training, knowledge

sharing, increase the numbers of the users, action researches)

Continuation of the research

learning outcomes, by subjects

true-experiment, quasi-experiment research methods

PPC research model


THANK YOU FOR YOUR ATTENTION!

Balazs Czekman

[email protected]

puskas.kispest.hu

edumobil.hu

tablet supported education: attitude of students and teachers

Education