Taught with a Tablet: The Impact of Implementing Tablet PC Technology in the Classroom

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MICHAEL L. EVANOFF, STUDENT, NORTHEASTERN UNIVERSITY November 26, 2013

Abstract: Student use of technology, specifically Tablet PCs, is becoming more prevalent in educational settings today. While some studies show an obvious improvement in student motivation and confidence when technology is implemented, some argue that bringing such technologies into the classroom is detrimental towards student learning. The following paper examines several research studies in which technologies are effectively and ineffectively utilized in the classroom, while also highlighting the benefits and detriments to students who use Tablet PCs as a part of their curriculum. In conclusion, it is determined that when used appropriately, Tablet PC technology has a strong positive effect on student motivation in the classroom, which in turn has a favorable influence on student thinking and performance.

! Keywords: Tablet, Instructional Technology, Software, Learning, Student, Children, !

I. Introduction - How Motivation Affects Learning Student motivation in the classroom is understood to be influenced by the characteristics and personality of a student, as well as the educational tools that are utilized in the classroom setting1. In academic contexts, motivation to learn is described as a students tendency to find academic activities meaningful and worthwhile when deriving the intended benefits of those activities4. A student that is highly motivated is usually more successful in achieving course learning goals and is ultimately a better overall performer in the classroom1. One of the most effective ways to motivate high school and college students is by actively involving the class throughout the learning process. Students who are engaged during class time are able to make connections with pre-existing knowledge and tend to have a more organized approach to identified learning activities1. By being self-motivated, students utilize specific metacognitive skills such as setting goals and monitoring their own comprehension, which in turn makes them more likely to succeed in course-related tasks, including papers and exams. As a result, these college students have higher grades at the end of the term1. Student motivation can be enhanced by implementing teaching frameworks that are student-focused rather than teacher-focused1. These approaches, which encourage sharing and discussing ideas with peers, have been linked to better student performance.

II. How Technology is Used in Schools Today One of the most promising ways to bring the classroom focus back to the student is the introduction of technology into the classroom. Computers, software, and online resources are now commonplace tools used to enhance the learning environment. When used appropriately, these tools allow for increased communication and collaboration between instructors and

students, and increased access to course related material, as there are fewer constraints placed by time and location1. In a 2007 study, researchers found that students who had Tablet PCs as a part of their curriculum used them for a range of different activities including: doing research, sending emails, taking notes in class, typing papers, and communicating with teachers8. A. Ineffective Uses ! To understand how technology is effectively utilized in the classroom, it is helpful to understand first why some technologies are not as successful at maintaining the attention and motivation of students. Digital projectors, which some professionals saw as a technological revolution in the classroom, did little more than replicate what a teacher writes on the chalkboard. Students usually copy the notes verbatim, which only reinforces the teacher-centric model that has proven relatively unsuccessful. Studies have found that student concentration during this type of lecture rises to a maximum at 10-15 minutes and then falls steadily until the end of the lecture 2. Nevertheless, the teaching model is still prevalent in many schools throughout the world.! B. Effective Uses ! Tablet PCs, on the other hand, introduce a new level of classroom engagement. The hardware design, along with specialized software, allows students to participate in collaborative ways that were not possible before. With tablets, students are able to draw their responses directly on the screen and immediately send their questions to the instructor for display and further discussion2. These methods facilitate a range of teaching approaches and invite students to get involved and work together. Surveys conducted at Universidad Politcnica de Valencia in Spain revealed that students reported an increase in their attention and confidence related to applying concepts learned in class when Tablet PCs were used2.

III. Benefits of Tablet PC-Based Learning Environment Most of the positive effects of utilizing Tablet PCs in the classroom are related to cognitive, rather than physical, benefits. Several studies that have been conducted reveal a range of student improvements including improved class attendance, decreased class drop-out rate, increased passing rate, among other benefits.

A. Positive Impact on Class Attendance and Drop-Out Rate In the case mentioned above, which was performed at the Universidad Politcnica de Valencia in Spain, class attendance (which was not mandatory) in a Computer Engineering course increased considerably: 60% attended at least 67% of the classes in the group that used Tablet PCs, whereas only 32% attended at least 67% of the classes in the control group2. Similarly, only 25% dropped out of the course during the semester in the treatment group, compared to the 59% dropout rate in the non-Tablet PC class2.

B. Positive Impact on Midterm Grades and Academic Skills In a separate study conducted at the University of Pittsburgh at Bradford, the Tablet PC was introduced to help improve poor academic performance of an anatomy and physiology class. The tablets were primarily used for digital correction and feedback for student submitted

assignments, wireless communication/collaboration between students and instructor in the classroom and the production of streaming video recordings of classroom lectures6. At the midterm of the semester, 52% of students had received a letter grade of C or lower. After just eight weeks of Tablet PC implementation, only 22% of students had grades this low6. In this same study, students perceived that the tablet PC had the greatest impact on learning outcomes that involved higher order thinking skills, basic academic skills or disciplinespecific skills6.

C. Positive Impact on Student Metacognition In a survey conducted in 2009, 19 instructors of various Science, Technology, Engineering, Math (STEM) classes responded about their uses of InkSurvey and DyKnow on classroom tablets. Using the DyKnow software, lecture materials are displayed on a screen at the front of the room, as well as on each students Tablet PC. Lecture materials are annotatable by the instructor, as well as the students, and subsequently saved by the respective student3. One of the great strengths of these tools is the instructors ability to pose open-format (as opposed to multiple-choice) questions to better probe student understanding (Fig. 1)5. Several comments reflected qualitative rather than quantitative improvements in classroom dynamics. While these comments are not measurable or precisely comparable, the positive impact of Tablet PC use is still evident: I am able to easily draw out and work with the preexisting understanding students bring with them. This is extremely important since students initial conceptions provide the foundation on which more formal understanding of the subject matter is built.5

FIGURE 1: Teacher view of student responses when using the DyKnow tablet software5

Quantifiably, the same study found that 86% of instructors felt that their students were more engaged in their learning when the Tablet PC is used to gather real-time feedback5.

D. Positive Impact for Teachers The two programs in the study mentioned above have been effectively used to promote active learning using real-time formative assessment5. This allows the instructor to more appropriately guide the class. An even greater number felt that they could focus on identifying and modifying student misconceptions rather than dwelling on concepts that the class had already mastered5. In the survey conducted, 86% of teachers either agreed or strongly agreed that the use of Tablet PCs in class allowed them to make better use of class time (Table 1)5.

TABLE 1

Survey Results5

An added benefit for both teachers and students alike is the increased interaction between both parties and improved classroom dynamics: Teaching does not mean passive delivery of course content anymore. With this teaching has become more dynamic, more interactive. My students are now more engaged in the learning process.5 The benefits extend outside of the classroom as well. With more departments and programs around the country providing online and distance learning courses, the need for personal instruction outside of class time for these courses has become evident. On the University of Kentuckys campus, Dr. Rogers is able to hold virtual office hours using Tablet PCs. Using Blackboard, students and instructors log on to a Virtual Classroom simultaneously. The instructor can write directly onto the virtual whiteboard using his Tablet, and students can ask questions using text chat. The instructor may also allow one or more students to work on the whiteboard, which increases the quality of interaction between the students. The pages from the virtual office hours can then be saved and made available for future reference7.

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IV. Detriments/Indifferences of Tablet PC Use While most studies found that using Tablet PC technology in the classroom yielded beneficial results, students and teachers alike should also be aware of the notable detriments of using such technologies. A. Negative Impact on Musculoskeletal Health In a 2007 study that questioned high school students who had used Tablet PCs throughout the academic year, students were asked about the physical discomfort that they experienced from using the technology (Fig. 2). The body parts in which 50% or more of the students reported

FIGURE 2: Frequency of body part discomfort specifically associated with tablet PC use8

discomfort were the eyes, neck, head (headache), right hand/wrist and the upper and lower back8. However, less than 10% of students stated that they had experienced frequent discomfort (quite often or almost always)8. Another 3040% of students experienced discomfort in their neck, lower back and eyes at least sometimes8. The shoulder was the most common body part in which students experienced discomfort associated with moving the Tablet PC8. A separate 2008 report notes the differences in posture and muscle activity between tablet computer, desktop computer, and paper use by young children. This study found that when eighteen children performed a coloring-in task using a Tablet PC, there was less neutral spinal posture, more elevated scapular posture and greater upper trapezius and cervical erector spinae activity9. Compared with a desktop computer, using a tablet computer is associated with elevated shoulders and ultimately greater muscle activity around the neck. However, the study notes, the increased risk associated with these types of postures may be offset by greater variation of both posture and muscle activity9. In the end, Tablet PC use was actually very similar to paper use. What this information should reveal, is that there is a need to reinforce guidelines related to traditional and emerging technologies.

FIGURE 3: Photographs of a participant working in desktop, tablet and paper conditions9

B. Negative Impact on Student Focus One of the other common assumptions is that Tablet PC devices provide just another opportunity for students to become distracted in the classroom. With unlimited access to the Internet and other applications, students may focus less on the class material being presented on the Tablet PC device and more on non-class related activities. The same 2007 study mentioned above found that 24.7% of respondents Strongly agreed or Agreed that their Tablet PC was a distraction from class8. While this is a relatively significant figure, one way to overcome these distractions would be to limit the applications available to students on their devices. Almost all

tablets have parental controls to restrict certain applications from being used on a device, which would be one way to decrease the ability to become distracted.

V. Conclusion ! Most of the positive effects of utilizing Tablet PCs in the classroom are related to cognitive, rather than physical, benefits. As many of the studies found, the main challenge for administrators is integrating technology into the classroom in a way that is meaningful and beneficial for student learning. To achieve this, schools must step away from the teacher-centric approach and utilize technology to garner and maintain student attention. To enhance the classroom experience, both the hardware and software to be implemented must be carefully considered by instructors, so as to develop the most effective solution. The benefits for students as a result of effective technology in the classroom range from a positive influence on student thinking, academic and discipline specific skills to a decreased dropout rate to an improvement in grades. Classroom technologies also strengthen the relationship between students and teachers, by creating a more collaborative environment. By providing a question for group discussion, students can answer individually on their Tablet and then submit their response for the teacher to see in real time. This gives the instructor a valuable, real-time and formative assessment so he or she can identify which students are struggling, and which students successfully understand the material. This also allows the teacher to recognize which teaching strategies are most effective. And while some studies seemed to find that Tablet use had a detrimental effect on musculoskeletal health or a negative impact on student focus, carefully monitoring the amount of time and ways in which these devices are used should assuage these concerns. By providing opportunities to stretch, mixing in work that doesnt directly use the Tablet PCs, and implementing restrictions on the devices, teachers can avoid these types of setbacks in the classroom. Future research should examine the use of Tablet PCs by different age groups and the related performance and health results. For example, if tablets are effective learning tools in elementary school classrooms, teachers would be better off introducing the devices at a younger age, as long as there is no sacrifice to musculoskeletal health. Further research should also be conducted to determine the optimal balance of collaborative and individual Tablet PC use. This balance will vary based on the class subject and structure, but monitoring the patterns in learning behavior for a specific class should at least help guide instructors for future years. Ultimately, the ways in which Tablet PCs enhance the learning environment outweigh the difficulties of implementing such technologies. With careful execution, Tablet PCs are able to bring the focus of the classroom back to the student, offering them the greatest chance for academic success.

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VI. Acknowledgments The author would like to thank Sarah Thomas and Jordan Rubio for their review and assistance in the proofreading of this paper and the topics presented within.

VII. References 1. Amelink, C., Scales, G., Tront, G. 2012. Student use of the Tablet PC: Impact on student learning behaviors. American Society for Engineering Education 2. Benlloch-Dualde, J., Buenda, F., Cano, J., 2010. On the design of interactive classroom environments based on the Tablet PC technology. Proceedings - Frontiers in Education Conference, FIE 3. Bravo, R., Batson, B. 2010. Assessment of Student Learning When Using Tablet PCs and the Software DyKnow. American Society for Engineering Education 4. Hancock, D. 2004. Cooperative Learning and Peer Orientation Effects on Motivation and Achievement. The Journal of Educational Research 5. Kowalski, S., Kowalski, F., Gardner, T. 2009. Lessons Learned When Gathering Real-Time Formative Assessment in the University Classroom Using Tablet PCs. Proceedings Frontiers in Education Conference, FIE 6. Millinder, S. 2007. Positive Impact of a Tablet PC-Based Learning Environment on StudentPerceived Learning Outcomes. IEEE 7. Rogers, J., Cox, J. 2005. In Defense of Lecture: Using Technology Inside and Outside the Classroom. American Society for Engineering Education 8. Sommerich, C., Ward, R., Sikdar, K., Payne, J., Herman, L. 2007. A survey of high school students with ubiquitous access to tablet PCs. Ergonomics 9. Straker, LM., Coleman, J., Skoss, R., Maslen, BA., Burgess-Limerick, R., Pollock, CM. 2008. A comparison of posture and muscle activity during tablet computer, desktop computer and paper use by young children. Ergonomics