iPad Use and Student Engagement in the Classroom
Turkish Online Journal of Educational Technology Volume 14, Number 1, ISSN 1303-6521
iPads and handheld digital devices have been securing their place in educational institutions surrounded by debates between advocates and skeptics. In light of not enough evidence supporting the use of iPads in education, this study examined the ways that college students in two foreign language classrooms perceived the influence of the use of iPads on their learning and engagement with classroom activities. The participants, students enrolled in two foreign language classrooms at a college in the Southwest of the US, responded to a 5-point Likert type questionnaire. The data analysis and results showed that students believed that the iPads played a significant role in their learning engagement thus promoting active learning in the classroom and paving way for student success.
Mango, O. (2015). iPad Use and Student Engagement in the Classroom. Turkish Online Journal of Educational Technology, 14(1), 53-57.
Cited ByView References & Citations Map
Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education
Stamatis Papadakis, Michail Kalogiannakis & Nicholas Zaranis
Preschool and Primary Education Vol. 4, No. 2 (Nov 17, 2016) pp. 241–253
Αξιολόγηση των ελληνικών εκπαιδευτικών εφαρμογών για συσκευές με λειτουργικό σύστημα Android για παιδιά προσχολικής ηλικίας.
Stamatis Papadakis & Michail Kalogiannakis
Preschool and Primary Education Vol. 5, No. 2 (Oct 27, 2017) pp. 65–100
Richard Pierce, Shendandoah University, United States; Don Silvius, Shenandoah University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1672–1681
Use of Smart Mobile Devices (SMDs) and their Effects on Pre-service Teachers’ Achievements and Attitudes
Derar Serhan & Osamah Al Qadoori, Emirates College for Advanced Education, United Arab Emirates
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1740–1744
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.