Setting students free with tablets: a multi-method evaluation of an educational technology intervention

Abstract

Technology resources (e.g., tablets and websites) have the potential to extend school-based curriculum. Self-directed access to those computer resources has potential to improve learning outcomes. A multi-method case study evaluation of providing students with tablets as a self-directed learning tool for mathematics was carried out in a low socio-economic high school in New Zealand. Focus group interviews explored student experience with the tablets and the Khan Academy video tutorials for mathematics. A quasi-experimental analysis of pre- and post-test results showed no statistically significant advantage in mathematics achievement for the intervention students. Improvement in teacher rated classroom behaviour was positively correlated with achievement gains, teacher rated quality of classroom work was positively correlated with the number of times the tablets were borrowed from the school library and the length of time the tablets were borrowed. These correlations suggest that free, unmonitored access to tablets was associated with improved learning outcomes and behaviour. However, the evaluation clearly shows that integrating tablet access with classroom practices would be a valid direction to further improvement in student outcomes.