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Teaching and learning with mobile technology: a qualitative explorative study about the introduction of tablet devices in secondary education

Hannelore Montrieux UGent, Ruben Vanderlinde UGent, Tammy Schellens UGent and Lieven De Marez UGent (2015) PLOS ONE. 10(12).
abstract
This paper investigates teachers’ and students’ perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a ‘book behind glass’. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers’ and students’ understanding of the full potential of this kind of technology in education.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
ATTITUDES, BELIEFS, INNOVATION, INTEGRATION, PERSPECTIVES, STUDENTS, ACCEPTANCE, ICT, CLASSROOM, SCHOOL TEACHERS
journal title
PLOS ONE
volume
10
issue
12
Web of Science type
Article
Web of Science id
000366902700041
JCR category
MULTIDISCIPLINARY SCIENCES
JCR impact factor
3.057 (2015)
JCR rank
11/63 (2015)
JCR quartile
1 (2015)
ISSN
1932-6203
DOI
10.1371/journal.pone.0144008
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
7007328
handle
http://hdl.handle.net/1854/LU-7007328
alternative location
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0144008
date created
2015-12-10 11:30:01
date last changed
2016-12-19 15:42:00
@article{7007328,
  abstract     = {This paper investigates teachers{\textquoteright} and students{\textquoteright} perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a {\textquoteleft}book behind glass{\textquoteright}. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers{\textquoteright} and students{\textquoteright} understanding of the full potential of this kind of technology in education.},
  author       = {Montrieux, Hannelore and Vanderlinde, Ruben and Schellens, Tammy and De Marez, Lieven},
  issn         = {1932-6203},
  journal      = {PLOS ONE},
  keyword      = {ATTITUDES,BELIEFS,INNOVATION,INTEGRATION,PERSPECTIVES,STUDENTS,ACCEPTANCE,ICT,CLASSROOM,SCHOOL TEACHERS},
  language     = {eng},
  number       = {12},
  title        = {Teaching and learning with mobile technology: a qualitative explorative study about the introduction of tablet devices in secondary education},
  url          = {http://dx.doi.org/10.1371/journal.pone.0144008},
  volume       = {10},
  year         = {2015},
}

Chicago
Montrieux, Hannelore, Ruben Vanderlinde, Tammy Schellens, and Lieven De Marez. 2015. “Teaching and Learning with Mobile Technology: a Qualitative Explorative Study About the Introduction of Tablet Devices in Secondary Education.” Plos One 10 (12).
APA
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and learning with mobile technology: a qualitative explorative study about the introduction of tablet devices in secondary education. PLOS ONE, 10(12).
Vancouver
1.
Montrieux H, Vanderlinde R, Schellens T, De Marez L. Teaching and learning with mobile technology: a qualitative explorative study about the introduction of tablet devices in secondary education. PLOS ONE. 2015;10(12).
MLA
Montrieux, Hannelore, Ruben Vanderlinde, Tammy Schellens, et al. “Teaching and Learning with Mobile Technology: a Qualitative Explorative Study About the Introduction of Tablet Devices in Secondary Education.” PLOS ONE 10.12 (2015): n. pag. Print.