(2015) THE INTEGRATION OF TABLET PCS IN IRISH POST-PRIMARY EDUCATION: THE VIEW AND EXPERIENCES OF PARTICIPANTS IN THE 'TABLET PC PROJECT'

摘要

The need for students today to be educated in a manner that meets the demands and expectations ofan information-rich digital age has increasingly become the focus of educators and educational policy.Since the launch of the Apple iPad device in 2010, tablet PCs have been touted as a device capableof providing ubiquitous access to information technology (IT), the Internet and educational applicationswhich can simultaneously achieve the aim of creating 21st century learners while effectively supportingteaching and learning. This study considers this objective through the lens of a 1:1 tablet PC projectconducted in two post-primary schools in Ireland.The central aim of this study was to capture the views and experiences of the participants in the‘Tablet PC project'. This project was underpinned by a framework encompassing a clear vision of howit would operate at the school level, an emphasis on teacher development orientated towards teachingand pedagogy, as well as provision of infrastructure and technical support. In this context this studyaddressed the perceived benefits and limitations of tablet PCs in the teaching and learning process,the factors which impacted on their integration and deployment, and the impact of the tablet PCs as anagent of change within the schools. A mixed-method case study approach was employed to addressthe research aims. The research focused on two student groups and their respective teaching teamsin the two post-primary schools. Surveys were completed by thirty-seven (37) students and thirty-six(36) members of staff. Interviews were conducted with a group of students and teachers in each of theschools, as well as a semi-structured interview with each of the school principals.The results showed that both teachers and students currently hold a predominantly positive opinion ofthe use of tablet PCs in the educational process although students were more positive than teachersbased on their preference for the model of learning which ensued with tablet PC use. Perceivedimprovements in task efficiency by teachers and students, and in the attitude and application tolearning including improvements in student's confidence and self-esteem were reported, despite theongoing challenges of funding and resourcing such an IT initiative. An open and collaborative schoolculture was recognised as enhancing the training and support offered by the project management.Some changes in teaching practice were evident including the greater integration of visual andmultimedia content and a move towards more student-centred creative processes, in addition to amore efficient expression of existing pedagogical approaches. This research suggests that the tabletPC accompanied by a responsive support structure offers potential for improving teaching andlearning over and above what was previously achieved using desktop or laptop PCs, as their use gaveteachers in both schools the confidence to take on tasks they had previously considered outside oftheir ability or remit.