Use of laptops by preservice teachers at the university: Does it help or hinder initial teacher training? PROCEEDINGS
Thierry Karsenti, University of Montreal, Canada ; Simon Collin, University of Quebec in Montreal, Canada
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Many studies have touted the undeniable advantages of laptops in classrooms: among other reasons cited in the literature, they provide greater information access, allow better collaboration among learners, and facilitate learning management. However, few, if any, studies have actually looked at the challenges and problems of the regular use of laptops by students in the classroom. This paper presents the results of a multi-case study with the objectives to (1) draw a portrait of laptop use by preservice teachers; and (2) determine the impact of laptop use on the quality of teaching and learning for preservice teachers. To do so, we sought to answer a number of questions. What are the main problems that university professors face? How can students be persuaded to focus on learning tasks? How do students actually used laptops in the classroom? Do they pay attention to the professor? What are some potential pedagogical solutions? We conclude with some recommendations for universities and university professors.
Karsenti, T. & Collin, S. (2011). Use of laptops by preservice teachers at the university: Does it help or hinder initial teacher training?. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 398-402). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 24, 2017 from https://www.learntechlib.org/p/36294/.
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