Wilma Clark and Rosemary Luckin (2013) What the research says, iPads in classrooms, London Knowledge Lab, Institute of Education University of London
The adoption and integration of tablet devices into school systems is not without its controversies, and the purpose of this report is to explore if we know enough to demonstrate if, how and when iPads support learning. Our aim is to identify key ideas from the literature on the effective use of iPads and other ‘Post-PC’ tablet devices, to discuss the implications of tablet technologies for school leaders, network managers, teachers, learners and their parents, and to set this within the wider global context.
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S, F., Strahl, J. D., & Ross, S. M. (2007). ENHANCING EDUCATION Leveraging Laptops : Effective Models for. 20062007 Evaluation Report Classroom Practices, 1-33.
This report summarizes the 2006-2007 evaluation that was focused toward investigating one primary question: What changes in tool-based, student-centered teaching happen as a result of the infusion of technology and professional development? The research methodology involved the use of trained external researchers from Florida EETT schools conducting multi-class and targeted classroom observations in each participating school during two time periods: baseline (fall 2006) and end of year one (spring 2007). A total of 381 hours of direct classroom observations were conducted in 845 FL EETT classrooms in 41 schools representing 11 districts. Observation data were collected with the School Observation Measure (SOM) and the Survey of Computer Use (SCU). The SOM was used to collect data regarding overall classroom activities and the SCU was used to assess student use of computers. Both descriptive and inferential analyses were conducted. The Mantel-Haentzel procedure was used to infer statistical differences between the fall and spring classroom observations. Both the SOM and SCU Multi-Class and Targeted observations revealed significant fall to spring increases in the use of teacher-centered practices. For the SOM, significant increases were found for both the Multi-Class and Targeted observations for student engagement in Projectbased learning, Independent inquiry/research on the part of students, and student use of Technology as a learning tool or resource. The SCU results from both the Multi-Class and Targeted observations yielded significant increases in students overall use of newer and more upto- date computers (laptops) and positive trends toward increased uses of production tools and Internet/research tools to support learning. A key finding that emerged from the results was the significant increase in the frequency with which teachers implemented meaningful computer activities that engaged students in higher-order thinking and problem solving through effective use of laptop-based technology tools. These first year results show promising trends in that the Florida EETT program seems to be serving as a catalyst for positive changes from traditional teaching environments to ones that are student-centered and engage learners in meaningful use of computers to enhance learning. However, the data also reveal room for continued growth due to the modest frequency with which most of these changed practices occurred. An additional consideration when reviewing the evaluation results is the possible bias that may occur due to observer involvement in the Florida EETT program.
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