A Shifting Landscape: Using Tablets to Support Learning in Students with Diverse Abilities
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| Title: | A Shifting Landscape: Using Tablets to Support Learning in Students with Diverse Abilities |
|---|---|
| Language: | English |
| Authors: | Burke, Anne, Hughes, Janette (ORCID |
| Source: | Technology, Pedagogy and Education. 2018 27(2):183-198. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools |
| Descriptors: | Handheld Devices, Telecommunications, Student Diversity, Learning Disabilities, Foreign Countries, Computer Uses in Education, Technology Integration, Middle School Students, Educational Technology, Assistive Technology, Qualitative Research, Case Studies, Special Needs Students, Grade 6, Grade 7, Grade 8, Computer Oriented Programs, Observation, Interviews |
| Geographic Terms: | Canada |
| DOI: | 10.1080/1475939X.2017.1396492 |
| ISSN: | 1475-939X |
| Abstract: | As technology becomes a larger part of people's everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are--if any--to using these devices. This article gives an overview of some of the recent literature related to the benefits and challenges associated with the use of tablets with students in middle schools. Prevalent themes include the benefits of using tablets with students who have learning disabilities, and the challenges that can arise in the classroom, specifically issues of safety and security, access to apps and disruptive behaviours when using these devices. The authors share qualitative case studies of two teachers who have used tablets extensively with their students and discuss how their experiences resonate with the literature. The authors conclude with a summary of the affordances and constraints of using tablets with students who have special needs and offer workable solutions for some of the challenges educators face when using these devices. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2018 |
| Accession Number: | EJ1172999 |
| Database: | ERIC |
| Abstract: | As technology becomes a larger part of people's everyday lives, it is logical to think that it should also become a part of the learning process. The use of tablets in classrooms is becoming an area of interest as researchers are trying to understand what the benefits are--if any--to using these devices. This article gives an overview of some of the recent literature related to the benefits and challenges associated with the use of tablets with students in middle schools. Prevalent themes include the benefits of using tablets with students who have learning disabilities, and the challenges that can arise in the classroom, specifically issues of safety and security, access to apps and disruptive behaviours when using these devices. The authors share qualitative case studies of two teachers who have used tablets extensively with their students and discuss how their experiences resonate with the literature. The authors conclude with a summary of the affordances and constraints of using tablets with students who have special needs and offer workable solutions for some of the challenges educators face when using these devices. |
|---|---|
| ISSN: | 1475-939X |
| DOI: | 10.1080/1475939X.2017.1396492 |
