INFLUENCE OF TABLET PCS ON LEARNING PROCESSES IN TECHNICAL-ORIENTED PRACTICAL PROGRAMMES AT A HISTORICALLY DISADVANTAGED RURAL-BASED HIGHER EDUCATION INSTITUTION

Abstract

This study investigated the consequences of equipping 30 students with Tablet Personal Computers (TPCs) on their learning processes in technical-oriented practical programmes at a rural-based Higher Education Institution in South Africa. The study adopted a case study design within a mixed methods approach and used the constructs of the 2nd Generation Activity Theory. Instruments were constructed Google Forms that were validated through peer debriefing. Quantitative data was analysed through descriptive statistics and qualitative data through content analysis. Findings revealed contradictions in the forms of bureaucratic-motive; technology-ineptness and digital-disruption, and tensions in the forms of pedagogical-motive; stakeholder-agency; self-motive and institutional-motive. Conclusions include that though there was some evidence of learning, there was also evidence that behavioural use deviated from behavioural intentions. There were no change agents early in the adoption process and there was the notion that education technologies automatically motivated learning. Recommendations include that the pervasive nature of technology requires astute and comprehensive technology adoption strategies which include stakeholder-empowerment, development of change agents and increased agency footprints. There is also need to prescribe appropriate technology affordances for a given context so that students utilise TPCs as “tools” for learning and not “toys” for entertainment.