Tablet use in schools: a critical review of the evidence for learning outcomes
ARTICLE
B. Haßler, L. Major, S. Hennessy
Journal of Computer Assisted Learning Volume 32, Number 2, ISSN 1365-2729 Publisher: Wiley
Abstract
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.
Citation
Haßler, B., Major, L. & Hennessy, S. (2016). Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139-156. Wiley. Retrieved August 10, 2024 from https://www.learntechlib.org/p/172147/.
Cited By
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Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan
Kosuke Terashima, Osaka Kyoiku University, Japan
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2543–2548
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Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom
Valentina Morgana, Catholic University of the Sacred Heart, Milan, Italy; Prithvi Shrestha, The Open University, Milton Keynes, United Kingdom
International Journal of Computer-Assisted Language Learning and Teaching Vol. 8, No. 3 (July 2018) pp. 29–49
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