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)
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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?
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DESCRIPTION OF THE PILOT PROJECT
Duration
Methods and
pedagogy
Professional
training
Participants
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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
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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”.
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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?
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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
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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
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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%
lower primary upper primary
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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%
lower primary upper primary
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HOW MUCH DID THE TABLET HELP YOU?
very much; 86%
half way; 10%
not too much; 3%
upper primary
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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
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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)
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EXTRA PREPARATION TIME BY SUBJECTS
15,79 20,7131,36
53,93
81,36
158,57
ANOVA (p<0,001)
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(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 (%)
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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 (%)
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PEDAGOGICAL, METHODOLOGICAL COMMENTS
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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
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„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
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„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
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