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

Montrieux H, Vanderlinde R, Schellens T, De Marez L. Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. Plos ONE [serial online]. December 7, 2015;10(12):1-17. Available from: Academic Search Complete, Ipswich, MA. Accessed June 22, 2017.

This article discusses the impact of tablet devices used in secondary education.  The study focuses on two groups of teachers.  The first are those who modify and adapt their teaching to use tablet devices in new and creative ways.  The technology becomes an interactive, innovative part of their teaching style.   These educators are referred to by the author as "Innovative Teachers."  The second group of educators use the tablets as extensions of the already established material.  In other words, a "book behind glass" or digital copy of the predetermined text book.  These teachers are referred to as "instrumental Teachers" in this article.

I found the results of this study to be fascinating for a number of reasons, not the least of which would be the tendency of the "Instrumental Teacher" to be more conservative in their teaching practices.  The use of technology represented a lack of control for the "instrumental Teacher," a distraction that could disrupt the classroom.  Therefore, the "Instrumental Teacher" adopted a more traditional, controlled teaching environment that actually negated the purpose of the technology being used.

Also of interest was the fact that the students in the study reported no difference in their capacity to learn regarding the use of technology.  They noted the benefits of interactive materials, new presentation methods and how technology made them "excited" about learning, but all in all, did not actually increase their capacity to learn.

The last point that really stood out to me was the lack of support noted by both the teachers and students.  Both groups acknowledged lack of support and materials as being a major factor in the way technology was used in their classroom.

All in all, I think this article speaks to many of the points we've raised in our class discussions.  It also addresses the same concerns I raised in my previous post.  The attitude of the educator regarding the use of teaching materials, regardless of that material, has a major impact on student learning.  Technology is here to stay.  Yes, it may be over-hyped from time-to-time and the need to use it at every turn overstated, but fighting against this turn in educational methods is simply counterproductive.  I know it can be scary - new things always are - but we shouldn't let our prejudices as educators prevent us from utilizing a new tool.  Better to learn when and how to use it.