Use Of Tablet Devices Research Articles

Student Readiness and Perception of Tablet Learning in Higher Education in the Pacific- A Case Study of Fiji and Tuvalu

Significant growth and successful integration of mobile devices to the education landscape have garnered the introduction of mobile learning (mLearning) as a new technology-enabled educational tool. Mobile learning has become a new higher educational paradigm which makes learning more flexible and accessible. However, student readiness and their perceptions about educational use of tablet devices are still a concern particularly in the developing countries like the Pacific island countries (PICs). This article investigates these two important attributes of tablet devices in a first year blended course from a higher education institute in the Pacific with a sample of 43 students. The results revealed that the participants perceived that tablet devices were effective and innovative learning tools. The participants supported the idea of using tablet devices and were ready to incorporate them for learning provided there was training in place. This article finally outlines recommendations for the education sectors in the Pacific.

A Basic Study on the Use of Tablet Devices in Nursing Colleges

A Basic Study on the Use of Tablet Devices in Nursing Colleges

Exploring user experience of digital pen and tablet technology for learning chemistry: applying an activity theory lens

Mobile learning technologies are spreading rapidly in educational institutions throughout the world. Although research findings concerning the efficacy of mobile technologies for improving student outcomes are generally promising, there are still significant gaps in the research literature, particularly data from direct observational studies. This empirical investigation focused on how students made use of tablet devices and digital pens for learning Chemistry in an undergraduate university course. Observational data in the form of videos and static images, as well as, interview responses, were the main sources of data collected for the study. Activity theory was employed as the guiding theoretical framework to analyse and interpret the data. Several themes emerged from the data analyses, including the affordances of digital pen technology for facilitating reflective thinking, flexibility, peer collaboration, emerging learning and focused learning. It was also found that the use of these mobile technologies was contextualized, dependent on individual differences, and had challenges, for example, there was limited synchronicity between the operational design of the mobile devices and natural human movement. One of the main implications of the research is that when higher education institutions consider the potential benefits and challenges associated with mobile technologies they should take account of the interactions that occur between components within a system including, students, technological devices, and emerging learning processes.

“I cannot live without my [tablet]”: Children's experiences of using tablet technology within the home

The current study aimed to examine children's experiences of using tablet technology within the home. Eighteen children aged between eight and nine years old took part in four separate focus group discussions. Thematic analysis revealed three predominant themes: a battle of boundaries, a tool to escape the surrounding world, and an emerging dependency on tablet technology. The data implies that there is a growing dependency on tablet technology use among this age group. The current study also outlines that many children engage in a variety of techniques to circumvent parental limits on their tablet usage. However, other children discussed a lack of clear rules and restrictions for their use of tablet devices. The findings suggest that covert and unregulated use of tablet technology may have a detrimental impact upon children, particularly in relation to reduced social interaction, fatigue and increased family tensions due to excessive usage. Further research of child interactions with a wide variety of digital technology and media is warranted. Such exploration would further our understanding of the potential advantages and disadvantages for such technology use, as well as presenting a pathway to produce more effective guidance on home use.

Close range photogrammetry with tablet technology in post-earthquake scenario: Sant’Agostino church in Amatrice

In recent years, numerous natural disaster affected the Italian territory, growing the demand of secure on-field procedures able to accomplish the task of reconnaissance, inspection and survey of instable infrastructure and cultural heritage. During the early-impact there are numerous first response figures, like firefighters, civil protection, geotechnical inspectors and surveyors, that have to operate nearby damaged structure putting at risk their lives in case of possible collapses. Most of these operators work in heavy conditions, so they need tools and procedures that allow them to rush into decisions. These procedures must be rapid, easy to use and must allow the possibility to conduct the task with a certain distance of the instable or not easily accessible structures. This paper deals with the use of tablet devices for rapid close range photogrammetry in post-earthquake scenario, following the close range photogrammetry approach. Starting from images acquired by tablets during speditive surveys, the authors show how is possible to reconstruct the environment starting from data acquired by low cost devices. The case-study considered in this work is the Sant’Agostino Church in Amatrice (Italy), a cultural heritage highly damaged by the 6.0 magnitude earthquake occurred on 24 August 2016 in the central part of Italy.

IPad applications that required a range of motor skills promoted motor coordination in children commencing primary school

Children are reported to spend less time engaged in outdoor activity and object-related play than in the past. The increased use and mobility of technology, and the ease of use of tablet devices are some of the factors that have contributed to these changes. Concern has been raised that the use of such screen and surface devices in very young children is reducing their fine motor skill development. We examined the effectiveness of iPad applications that required specific motor skills designed to improve fine motor skills. We conducted a two-group non-randomised controlled trial with two pre-primary classrooms (53 children; 5-6years) in an Australian co-educational school, using a pre- and post-test design. The effectiveness of 30minutes daily use of specific iPad applications for 9weeks was compared with a control class. Children completed the Beery Developmental Test of Visual Motor Integration (VMI) and observation checklist, the Shore Handwriting Screen, and self-care items from the Hawaii Early Learning Profile. On post testing, the experimental group made a statistically and clinically significant improvement on the VMI motor coordination standard scores with a moderate clinical effect size (P<0.001; d=0.67). Children's occupational performance in daily tasks also improved. Preliminary evidence was gained for using the iPad, with these motor skill-specific applications as an intervention in occupational therapy practice and as part of at home or school play.

教材提示における効果的なタブレット端末の活用－第４学年 社会科「ごみの処理と利用」の実践を通して－

教材提示における効果的なタブレット端末の活用－第４学年 社会科「ごみの処理と利用」の実践を通して－

The Basic Study on the Platform of Language-Communication Assessment Protocol Application for Tablet PC by the Focus Group Interview (FGI) Method

As for degraded cognitive ability observed in the elderly population, early detection and efficient care are feasible through language-communication assessment protocol in the use of tablet device. Language- communication assessment in the use of tablet device has made objectivity and consistency of the suggestion of test items, convenience of preservation and record of the performance ability, and suggestion of norm on the language ability possible. This study has identified elements, to be considered to suggest the language-communication assessment protocol development platform in the use of service-oriented architecture (SOA) through the group interview with speech pathologists and engineering specialists. The necessity of language-communication assessment protocol development for tablet device has been identified in three domains including the assessment method, mobility, and efficiency & accuracy. However, it was revealed that uniqueness of sub-category of language-communication assessment and environment and expenses of using devices shall be considered at the same time to realize them. Since SOA provides the custom applied programs by considering the role of user, circumstances of wireless communication and remaining electricity of tablet device in connection with previous services, it is expected to make efficient languagecommunication assessment feasible on the elderly for a long time.

Experiencias en la aplicación de Tabletas en Secundaria

El objetivo de este trabajo consiste en presentar una serie de experiencias sobre el uso de dispositivos “tablet” (tabletas) en el ámbito de la Enseñanza Secundaria. Este tipo de dispositivos vienen utilizándose en diversos centros educativos repartidos por el estado español, principalmente en Educación Primaria, y pese a su potencial innovador y las ventajas tecnológicas que aportan, también aparecen dificultades cuando se busca una implantación efectiva de los mismos. Por un lado, en el trabajo se plantean ciertas cuestiones sobre el aprovechamiento didáctico de estos dispositivos y las necesidades o requisitos que ello implica. Por otra parte, se trata de extraer una serie de recomendaciones/guías para una aplicación efectiva de este tipo de dispositivos. Para ello, se cuenta con la experiencia de un centro educativo a lo largo de varios cursos en la aplicación de tales tecnologías. A partir de dicha experiencia se analizan los resultados obtenidos y se pretende dar una nueva perspectiva en el uso didáctico de las tabletas.

Reliability of the iPad Measurement for Range of Dart-Throwing Motion

Hypothesis: The dart-throwing motion (DTM) is functionally very important movement from radial extension to ulnar flection of the wrist and the anatomical and biomechanical futures have been demonstrated experimentally. Clinically, there is the only report to be published to describe the method of goniometric measurement for DTM but the reliability of measurement has not been evaluated. We hypothesized that our DTM measurement method using a tablet device and a simple jig can be a more reliable method. Methods: Participants were 10 healthy volunteers for assessing intrarater reliability and 3 examiners for interrater reliability. Range of extension-flexion and DTM were evaluated. Participants moved their wrist in each motion plane on a flat table. During the DTM measurements, their hand was fixed to an isosceles right triangle jig and kept their wrist rotation 45° obliquely on the table, so they moved their wrist freely in a DTM plane on the table. Photo images at each maximum wrist position from right overhead were recorded using a tablet device and the angle was measured by goniometric software launched on the device. Reference points were marked on participant’s skin before recording images according to our protocol. Intraclass correlation coefficients (ICC) were compared to determine intrarater and interrater reliability, using the SPSS software package ( P &lt; .05). Results: All results are shown in Table 1. According to the guideline provided by Landis and Koch, there was substantial intraobserver (ICC = .67, .71) and interobserver (ICC = .77, .72) in flexion and extension, respectively. We observed almost perfect intraobserver (ICC = .92) and substantial interobserver (ICC = .79) in ulnar flexion and substantial intraobserver (ICC = .62) in radial extension in a DTM plane. There was moderate interobserver (ICC = .59) in radial extension in a DTM plane. Conclusion: The results of the study indicate that the measuring method of the range of motion by use of tablet device can maintain fixed reliability or more. Intrarater and interrater reliability of our method of measurement for DTM compares favorably with conventional flexion-extension motion. The recording of photo image can transform a 3-dimensional object to the plane figure and make the measurement easy.

Use of Tablet Devices in the Management of Agitation Among Inpatients with Dementia: An Open-Label Study

To investigate the feasibility, safety, and utility of tablet devices as novel nonpharmacologic tools in managing older psychiatric inpatients with agitation and dementia. Thirty-six patients at a geriatric psychiatry inpatient unit were provided with tablets when agitated and used various apps on the tablet related to communication, games, music, web browser, and photography during their stay. Study staff documented the frequency, duration, and app usage history and rated the extent to which agitation improved after tablet use. All participants, regardless of dementia severity, were able to use apps and were rated by staff to have clinical benefit. Dementia severity was negatively associated with app complexity. Age was negatively associated with frequency and duration of tablet use. Tablet use as a nonpharmacologic intervention for agitation in older adults, including those with severe dementia, appears to be feasible, safe, and of potential utility.

Tablets@university: The ownership and use of tablet devices by students

&lt;p class="abstract"&gt;Tablet devices have made a dramatic impact in the computing industry, and have been widely adopted by consumers, including tertiary students. Published research surrounding the use of tablet computers in tertiary settings appears to be largely centred on the advantages of integrating tablets into university pedagogies. However, there appears to have been very little research into the current level of ownership and use amongst students beyond university-sponsored adoption programs. This paper sets out to provide baseline data on the level of ownership and the current usage of tablets by students at an Australian university. A survey of 200 undergraduate and postgraduate students and interviews with five students showed high tablet ownership and significant engagement with educational uses. The findings of this study have implications for the incorporation of tablets into university education.&lt;/p&gt;

Tablet versus paper marking in assessment: feedback matters.

BackgroundThe Objective Structured Clinical Examination (OSCE) is a cornerstone in healthcare assessment. As a potential tool for providing learner-centred feedback on a large scale, the use of tablet devices has been proposed for the recording of OSCE marks, moving away from the traditional, paper-based checklist.MethodsExaminer-recorded comments were collated from successive first year formative and summative OSCE examinations, with paper-based checklists used in 2012 and iPad-based checklists used in 2013. A total of 558 and 498 examiner-candidate interactions took place in the January OSCE examinations, and 1402 and 1344 for the May OSCE examination for 2012 and 2013 respectively. Examiner comments were analyzed for quantity and quality. A tool was developed and validated to assess the quality of the comments left by examiners for use as feedback (Kappa = 0.625).ResultsA direct comparison of paper-based checklists and iPad-recorded examinations showed an increase in the quantity of comments left from 41 to 51 % (+ 10 %). Furthermore, there was an increase in the number of comments left for students deemed ‘borderline’: + 22 %. In terms of the quality of the comments for feedback, there was a significant improvement (p < 0.001) between comments left in written-recorded and iPad-recorded examinations.ConclusionsiPad-marked examinations resulted in a greater quantity and quality of examiner comment for use as feedback, particularly for students performing less well, enabling tutors to direct further learning for these students.

Introducing tablet devices during mathematics education: 'is it really a magical learning tool?'

This paper reports on the introduction of the tablet device as a mobile learning tool during the course mathematics. This study involves nine classes with 164 seventh grade students in total. A comparison is made between students who use tablet devices during the course mathematics (experimental condition) and students who attain this course in a traditional (no device) way (control condition). Based on the self-determination theory, students' motivation towards learning, the perceived individual support and students' achievement on a mathematic test is measured. Results show that experiencing higher levels of support leads to higher levels of autonomous motivation to learn mathematics. Higher levels of autonomous motivation lead in turn to higher scores on the mathematics test. While students' perceptions towards learning with tablets are positive, results show that students in the experimental condition performed lower compared to students in the control condition, despite experiencing more individualized support when they learn with tablets. As a conclusion, although the use of tablet devices can be an added value to the learning experience of students; these are no magical learning tools and the introduction of these devices does not ensure learning. These results challenge teaching practices and invite manifold areas for further research.

小学校における教師用タブレット端末の効果的な活用方法の検討:－３年理科「物の重さをくらべよう」の実践を通して－

小学校における教師用タブレット端末の効果的な活用方法の検討:－３年理科「物の重さをくらべよう」の実践を通して－

Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education.

This paper investigates teachers’ and students’ perceptions concerning the impact of using tablet devices for teaching and learning purposes. An explorative focus group study was conducted with teachers (n = 18) and students (n = 39) in a secondary school that has implemented tablet devices since 2012. The general finding of this study shows that the use of tablet devices in the classroom setting has an impact on both teaching and learning practices. The results suggest that teachers can be divided into two categories: the innovative teachers and the instrumental teachers. Innovative teachers attempt to shift from a teacher-centered to a learning-centered approach. They have changed their teaching style by transforming lessons in accordance with the advantages tablet computers can offer. Instrumental teachers seem to use the device as a ‘book behind glass’. The distinction between the two groups has consequences for both the way courses are given and how students experience them. In general, the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments. The results of this study indicate that policy makers should consider introducing technical and pedagogical support in order to facilitate both teachers’ and students’ understanding of the full potential of this kind of technology in education.

Using tablet computers in preschool: How does the design of applications influence participation, interaction and dialogues?

The results in this article explore whether and how the design of applications used on tablet computers influences the interaction and dialogues that occur between children and pedagogues, the participation of children in the activities and the mathematics that can be learned. While mathematics offered a lens to explore the use of tablet devices, child–teacher interactions is the focus of this article. Twelve pedagogues were observed as they used different applications with 25 preschool children. These applications were categorised based on their classification (boundaries of the application) and framing (form of the application). It was shown that the same pedagogue interacted differently with the children based on the application they were using. Further, the children's participation as well as the structure and content of the dialogues between pedagogues and children differed based on classification and the framing of the application used. The results indicate that the design of the applications influences the pedagogues and the educational context in which children are invited to participate.

Tablet Reading Service for College Students

Using tablet PCs for reading and learning is a relatively new experience for students of all ages. While their use has become popular among youngsters, children from remote areas or disadvantaged families might need guidance in using devices and resources for experiencing tablet reading and learning. To support children's reading, college students planned reading activities with tablet PCs. Promotion of tablet reading activities among children in schools with limited resources is one of the innovative approaches to bridging the technology divide. In this paper, college students’ participation in a mobile reading service is reported. Their reflections on the training and engagement in the volunteer services are analyzed. Modern technology creates opportunities to engage students from underserved communities in reading. Through the use of tablet devices, college students are provided with opportunities to plan and implement various applications for actual practice. Learning from these services is a valuable experience.

Using connectivism to guide information literacy instruction with tablets

Connectivism provides a lens for librarians to design meaningful information literacy (IL) instruction because it integrates student learning with the digital age and with the constantly-evolving nature of information. The purpose of this paper is to extend the discussion on connectivism and IL to the use of tablet devices. Mobile devices, such as smartphones and tablets, are popular on college campuses and are gaining ground as an educational tool. However, prior to implementing new technology in the classroom, educators should be able to explain the instructional purpose of the technology and how it will enhance or enable learning. This article presents an overview of connectivist theory, the theory’s relationship to IL, and the use of tablets during instruction. The author provides examples of a connectivist approach to IL instruction that incorporates the use of iPads.

Learning at Hand? Findings from the AAMC Survey on Tablet Device Adoption

In the past several years, several medical schools have launched major initiatives to deploy tablet computer devices (e.g., iPad and similar) in support of undergraduate medical student education. Building on reports of experiences from individual institutions, a survey was conducted to determine the current status and widespread trends in tablet adoption in undergraduate medical education in the USA and Canada. In 2012, Computer Resources in Medical Education, Librarians in Medical Education, and the Association of American Medical Colleges Group on Information Resources conducted a national survey of medical education leaders about the use of tablet devices. The review of the data collected focused on information such as: the number and types of tablet adoption initiatives; primary drivers and funding sources of such initiatives; the use of tablets compared with other devices; effectiveness of tablets for various learning activities; availability of support resources provided; and barriers to adoption of tablets. Survey findings indicated that while some schools of medicine are adopting formal tablet initiatives, it is not yet standard practice. Further research is needed to determine whether tablet computers are a transient trend in undergraduate medical education or whether they will be increasingly integrated into medical schools and, if so, for which areas of undergraduate medical education they will be most useful.