Date of Award

2013

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Master of Education

School

School of Education

Faculty

Faculty of Education and Arts

First Supervisor

Dr Jeremy Pagram

Second Supervisor

Associate Professor Paul Newhouse

Abstract

With the emergence of the use of the traditional (non-touch screen) notebook computer in the classroom, different teaching styles and equipment have been introduced. Teachers have started to use the Notebook PC to support their teaching. They now have the ability to gather and use a far greater range of materials in the classroom with little distraction.

The introduction of the touch screen Tablet PC has brought another dimension to the way technology can be used in the classroom. This study seeks to investigate the ways in which Tablet PC technology has been used to enhance the learning of students within the classroom and how that differs from that of the traditional notebook.

The purpose of this study was to look at ways in which the Tablet PC technology was being used in a specific school setting. It looked at how teachers used the Tablet PC in a classroom environment; investigated what unique features of the Tablet PC were being utilised; and for what purposes specific features were being used. It looked at how classroom dynamics changed; the physical look and feel of the classroom; as well as the changes in pedagogies around the use of the Tablet PC. Additionally, the study looked at teacher/student and student/student interactions as a result of the use of the Tablet PC.

The study concluded that the Tablet PC was implemented with some success, within the selected school, and a number of unique features were used. The results suggested that in particular circumstances the dynamics of the classroom changed for the better as did classroom setup, pedagogies and interactions between students and teachers. The study found that there were a number of key indicators that needed to be improved before a Tablet PC program could become successful. These included: increased Professional Development for teachers around the use of the Tablet PC in the classroom; increased time allocation for teachers to investigate and create learning activities; improvements in the school’s infrastructure and quality of the students’ Tablet PCs. The study also recommended that once the key indicators have been met, another study into the use of the Tablet PC in a school setting should be conducted. This should be able to give a far greater indication of the role the Tablet PC has in education.

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