Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector

Fabian, Khristin; MacLean, Donald

Abstract

This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social and Vocational Studies and the Hairdressing department. Use of the tablets was varied in nature and included: use of multimedia tools, use of apps, creation and use of a bespoke app, multimedia manipulation and sharing, and creation of an online e-portfolio. Staff and student feedback was gathered during and after the project, and project authors were present during classroom activities for observation and recording purposes. Overall feedback was very positive, but there were issues with tablet use and administration. One of the major issues was the onerous nature of the security setup, and app administration.

Citation

Fabian, K., & MacLean, D. (2014). Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector. Research in Learning Technology, 22, Article 22648. https://doi.org/10.3402/rlt.v22.22648

• Journal Article Type: Article
• Online Publication Date: Feb 19, 2014
• Publication Date: Feb 19, 2014
• Deposit Date: Nov 30, 2018
• Publicly Available Date: Jun 28, 2023
• Journal: Research in Learning Technology
• Print ISSN: 2156-7069
• Electronic ISSN: 2156-7077
• Publisher: Co-Action Publishing
• Peer Reviewed: Peer Reviewed
• Volume: 22
• Article Number: 22648
• DOI: https://doi.org/10.3402/rlt.v22.22648
• Keywords: mobile learning; technology enhanced learning; student attitudes; further education
• Public URL: http://researchrepository.napier.ac.uk/Output/1288112