Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment
Jeffrey Brand, Shelley Kinash, Bond University, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
Does student use of mobile technologies make a difference to their learning? Many educators make this claim. This research will test and report the learning outcomes, technology orientations, attitudes, times on task and exposure frequencies with iPad tablet computers and make comparisons of these groups using other mobile devices and groups not using mobile devices. Methods include a quasi-experiment and design-based research (DBR) and ethnography. Participants will be 150 students over 2 semesters randomly assigned to rotating a comparison group using a traditional bound textbook and regular access to a Blackboard subject site, another comparison group using their existing mobile devices and an experimental group using iPads to access equivalent content through enhanced Blackboard content and an enriched e-text prepared for this research by Oxford University Press. Surveys, observations, discussions and curricular assessment are conducted weekly as part of the class. Quantitative analysis will be through SPSS and qualitative through NVIVO. The distinctive contribution of this research is the addition of empirical data to this research domain. Early results will be presented at the conference.
Brand, J. & Kinash, S. (2010). Pad-agogy: A quasi-experimental and ethnographic pilot test of the iPad in a blended mobile learning environment. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (pp. 147-151). Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum
Deepika Menon, Towson University, United States; Meera Chandrasekhar, Dorina Kosztin & Douglas Steinhoff, University of Missouri-Columbia, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 336–359
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