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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 0000-0002-3463-8382)
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
FullText Text:
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  Data: A Shifting Landscape: Using Tablets to Support Learning in Students with Diverse Abilities
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  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Anne%22">Burke, Anne</searchLink><br /><searchLink fieldCode="AR" term="%22Hughes%2C+Janette%22">Hughes, Janette</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3463-8382">0000-0002-3463-8382</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Pedagogy+and+Education%22"><i>Technology, Pedagogy and Education</i></searchLink>. 2018 27(2):183-198.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1080/1475939X.2017.1396492
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  Label: Abstract
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  Data: 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.
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