Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain

Suárez-Guerrero, Cristóbal and Lloret-Catalá, Carmen and Mengual-Andrés, Santiago Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain. Comunicar, 2016, vol. 24, n. 49, pp. 81-89. [Journal article (Paginated)]

[img] Text (English)
c4908en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (276kB)
[img] Text (Spanish)
c4908es.pdf
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (284kB)

English abstract

This study examines the transformation of classroom dynamics brought about by the use of tablets for educational purposes. The empirical bases of this study were defined by the “Samsung Smart School” project, which was developed by Samsung and Spain’s Ministry of Education during academic year 2014-15, in which teachers and 5th and 6th year students attending 15 primary schools across several Autonomous Communities in Spain were provided with tablets. The research sample comprised 166 teachers. A qualitative analysis strategy was applied by means of: a) non-participant observation, b) focus groups, c) semi-structured interviews with teachers, and d) content analysis of teaching units. These techniques enabled us to extract and examine six dimensions of teaching (educational objective, teaching approach, organization of content and activities, teaching resources, space and time, and learning assessment). Our findings show that teachers tend to apply a transversal approach when using tablets to work on different competencies, focusing more on activities than on content through the use of apps. They reclaim the act of play as part of the learning process, and tablet use encourages project-based learning. To sum up, this study shows that teachers view tablets not only as a technological challenge, but also as an opportunity to rethink their traditional teaching models.

Spanish abstract

El presente estudio examina la trasformación de la dinámica del aula a través del uso educativo de las tabletas. La base empírica de este estudio se enmarca en el proyecto «Samsung Smart School», desarrollado entre Samsung y el Ministerio de Educación de España en el curso 2014-15. Se dotó de tabletas a profesores y alumnos de aulas de 5º y 6º de primaria de 15 centros de Educación Primaria de distintas comunidades autónomas del territorio Español. En suma el estudio se llevó a cabo con una muestra comprendida por 166 docentes. Se empleó una estrategia analítica cualitativa mediante: a) observación no participante, b) grupos focales, c) entrevistas semiestructuradas al profesorado y d) análisis de contenido de unidades didácticas. Dichas técnicas permitieron abordar el estudio de seis dimensiones pedagógicas (finalidad educativa, enfoque pedagógico, organización de contenidos y actividades, recursos didácticos, espacio y tiempo y evaluación del aprendizaje). Los hallazgos evidencian la tendencia del profesorado a trabajar con tabletas de forma transversal distintas competencias, centrarse en las actividades más que el contenido a través de las apps, asumir el reto de recuperar el juego como parte del aprendizaje y poner en práctica el aprendizaje basado en proyectos. En suma, la principal evidencia es que los docentes entienden la tableta no solo como un reto tecnológico, sino como la oportunidad para repensar sus modelos pedagógicos tradicionales.

Item type: Journal article (Paginated)
Keywords: Educational technology; teaching; tablets; learning; m-learning; school culture; cooperative learning; educational apps; Tecnología educativa; pedagogía; tabletas; aprendizaje; aprendizaje móvil; cultura escolar; aprendizaje cooperativo; aplicaciones educativas;
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 26 Oct 2016 12:23
Last modified: 26 Oct 2016 12:23
URI: http://hdl.handle.net/10760/30080

References

"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Arias-Ortiz, E., & Cristia, J. (2014). El BID y la tecnología para mejorar el aprendizaje: ¿Cómo promover programas efectivos? IDB Technical Note (Social Sector. Education Division), IDB-TN-670. (http://goo.gl/EaJ97e) (2016-05-02).

Boling, E., & Smith, K.M. (2014). Critical Issues in Studio Pedagogy: Beyond the Mystique and Down to Business. In B. Hokanson, & A. Gibbons (Eds.), Design in Educational Technology (pp. 37-56). doi: http://dx.doi.org/10.1007/978-3-319-00927-8_3

Botha A., & Herselman M. (2015). A Teacher Tablet Toolkit to Meet the Challenges Posed by 21st Century Rural Teaching and Learning Environments. South African Journal of Education, 35(4). doi: http://dx.doi.org/10.15700/saje.v35n4a1218

Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage. (https://goo.gl/JG4ZTQ) (2016-05-02).

Butcher, J. (2016). Can Tablet Computers Enhance Learning in Further Education? Journal of Further and Higher Education, 40(2), 207-226. doi: http://dx.doi.org/10.1080/0309877X.2014.938267

Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2013). A Review of Technological Pedagogical Content Knowledge. Journal of Educational Technology & Society, 16(2), 31-51. (http://goo.gl/jjdJIy) (2016-05-02).

Chiong, C., & Shuler, C. (2010). Learning: Is there an App for that? Investigations of Young Children’s Usage and Learning with Mobile Devices and Apps. New York: The Joan Ganz Cooney Center at Sesame Workshop (http://goo.gl/MsnjV4) (2016-05-02).

Ciampa K. (2014). Learning in a Mobile Age: An Investigation of Student Motivation. Journal of Computer Assisted Learning, 30(1), 82-96. doi: http://dx.doi.org/10.1111/jcal.12036

Crescenzi, L., & Grané, M. (2016). Análisis del diseño interactivo de las mejores apps educativas para niños de cero a ocho años [An Analysis of the Interaction Design of the Best Educational Apps for Children Aged Zero to Eight]. Comunicar, 46, 77-85. doi: http://dx.doi.org/10.3916/C46-2016-08

Cresswell, J.W. & Miller, D.L. (2000). Determining Validity in Qualitative Inquiry. Theory into Practice, 39(3), 124-130. doi: http://dx.doi.org/10.1207/s15430421tip3903_2

Davies, R.S., Dean, D.I., & Ball, N. (2013). Flipping the Classroom and Instructional Technology Integration in a College-level Information Systems Spreadsheet Course. Educational Technology Research and Development, 61(4), 563-580, doi: http://dx.doi.org/10.1007/s11423-013-9305-6

Dhir, A., Gahwaji, N.M., & Nyman, G. (2013). The Role of the iPad in the Hands of the Learner. Journal of Universal Computer Science, 19, 706-727. doi: http://dx.doi.org/ 10.3217/jucs-019-05-0706

Falloon, G. (2013). Young Students Using iPads: App Design and Content Influences on their Learning Pathways, Computers & Education, 68, 505-521. doi: http://dx.doi.org/10.1016/j.compedu.2013.06.006

Falloon, G. (2015). What's the Difference? Learning Collaboratively Using iPads in Conventional Classrooms, Computers & Education, 84, 62-77. doi: http://dx.doi.org/10.1016/j.compedu.2015.01.010

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New Directions for Early Literacy in a Digital Age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. doi: http://dx.doi.org/10.1177/1468798414533560

Freire M.M. (2015). The Tablet is on the Table! The Need for a Teachers’ Self-hetero-eco Technological Formation Program. International Journal of Information and Learning Technology, 32(4), 209-220. doi: http://dx.doi.org/10.1108/IJILT-10-2014-0022

Glaser, B. G., & Strauss, A. L. (2009). The Discovery of Grounded Theory: Strategies for Qualitative Research. New Brunswick: Aldine Pub. Co.

Gros, B. (2015). The Dialogue between Emerging Pedagogies and Emerging Technologies. In B. Gros & M. Maina (Eds.), The Future of Ubiquitous Learning. Learning Designs for Emerging Pedagogies (pp. 3-23) doi: http:// 10.1007/978-3-662-47724-3_1

Harris, K.D. (2013). Play, Collaborate, Break, Build, Share: Screwing around in Digital Pedagogy, Polymath: An Interdisciplinary Arts and Sciences Journal, 3(3). (https://goo.gl/btNntM) (2016-05-02).

Haßler B., Major L., & Hennessy S. (2015). Tablet Use in Schools: A Critical Review of the Evidence for Learning Outcomes. Journal of Computer Assisted Learning. 32(2), 138-156. doi: http://dx.doi.org/10.1111/jcal.12123

Hennessy, S., & London, L. (2013). Learning from International Experiences with Interactive Whiteboards: The Role of Professional Development in Integrating the Technology. doi: http://dx.doi.org/10.1787/5k49chbsnmls-en

Johnson, L., Adams-Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. (http://goo.gl/04lpc2) (2016-05-02).

Kanematsu, H., & Barry, D.M. (2016). From Desktop Computer to Laptop and Tablets. In H. Kanematsu, & D. M. Barry (Eds.), STEM and ICT Education in Intelligent Environments (pp. 45-49). doi: http://dx.doi.org/10.1007/978-3-319-19234-5_8

Kim H.J., & Jang H.Y. (2015). Factors Influencing Students' Beliefs about the Future in the Context of Tablet-based Interactive Classrooms. Computers and Education, 89, 1-15. doi: http://dx.doi.org/10.1016/j.compedu.2015.08.014

Kim, K.J., & Frick, T.W. (2011). Changes in Student Motivation during Online Learning. Journal of Educational Computing Research, 44(1), 1-23. doi: http://dx.doi.org/10.2190/EC.44.1.a

Krippendorff, K. (1990). Metodología de análisis de contenido: Teoría y práctica. Barcelona: Paidós.

Krueger, R., & Casey, M. (2014). Focus Groups: A Practical Guide for Applied Research (Fifth Edition). London: Sage. (https://goo.gl/U5g4yb) (2016-05-02).

Kucirkova, N. (2014). iPads in Early Education: Separating Assumptions and Evidence. Frontiers in Psychology, 5. doi: http://dx.doi.org/10.3389/fpsyg.2014.00715

Leung L., & Zhang R. (2016). Predicting Tablet Use: A Study of Gratifications-sought, Leisure Boredom, and Multitasking. Telematics and Informatics, 33(2), 331-341. doi: http://dx.doi.org/10.1016/j.tele.2015.08.013

Maich K., & Hall C. (2016). Implementing iPads in the Inclusive Classroom Setting. Intervention in School and Clinic, 51(3), 145-150. doi: http://dx.doi.org/10.1177/1053451215585793

Marés, L. (2012). Tablets en educación, oportunidades y desafíos en políticas uno a uno. Buenos Aires: EOI: (http://goo.gl/w0cHpc) (2016-05-02).

Mascheroni, G., & Kjartan, O. (2014). Net Children Go Mobile. Risks and Opportunities. Milano: Educatt (http://goo.gl/a7CB5H) (2016-05-02).

Mayring, P. (2000). Qualitative Content Analysis. Forum Qualitative Social Research, 1(2), Art. 20. (http://goo.gl/5tRTeY) (2016-05-02).

Nguyen, L., Barton, S.M., & Nguyen, L.T. (2015). iPads in Higher Education – Hype and Hope. British Journal of Educational Technology, 46(1), 190-203. doi: http://dx.doi.org/10.1111/bjet.12137

Price S., Jewitt C., & Crescenzi L. (2015). The Role of iPads in Pre-school Children's Mark Making Development. Computers and Education, 87, 131-141. doi: http://dx.doi.org/10.1016/j.compedu.2015.04.003

Puchta, C. & Potter, J. (2004). Focus Group Practice. London: Sage Publications.

Ruiz, F.J. & Belmonte, A.M. (2014). Young People as Users of Branded Applications on Mobile Devices [Young People as Users of Branded Applications on Mobile Devices], Comunicar, 43, 73-81, doi: http://dx.doi.org/10.3916/C43-2014-07

Strauss, A. (1987). Qualitative Analysis for Social Scientists. New York: Cambridge University Press.

Suárez-Guerrero, C. (2014). Pedagogía Red. Cuadernos de Pedagogía, 449, 76-80. (http://goo.gl/Ni0vlI) (2016-05-02).

Suárez-Guerrero, C., Lloret-Catalá, C., & Mengual-Andrés, S. (2015). Guía Práctica de la Educación Digital. Madrid: Samsung. (http://goo.gl/MA9TZ3) (2016-05-02).

Traxler, J., & Kukulska-Hulme, A. (2016). Conclusion: Contextual Challenges for the Next Generation. Mobile Learning: The Next Generation (pp. 208-226). doi: http://dx.doi.org/10.4324/9780203076095

Traxler, J., & Wishart, J. (2011). Making Mobile Learning Work: Case Studies of Practice. Bristol: ESCalate, HEA Subject Centre for Education, University of Bristol. (http://escalate.ac.uk/8250) (2016-05-02).

Wibeck, V., Dahlgren, M.A., & Oberg, G. (2007). Learning in Focus Groups: an Analytical Dimension for Enhancing Focus Group Research. Qualitative Research, 7(2), 249-267. doi: http://dx.doi.org/10.1177/1468794107076023


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item