Tablet use in schools: a critical review of the evidence for learning outcomes.
The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 2; pp. 139 - 157 |
|---|---|
| Autores principales: | , , |
| Formato: | pictorial research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2016
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113876950&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113876950 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2016 vid: 32 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 113876950 113876950 113876950 10.1111/jcal.12123 113876950 ppf: 139 ppct: 18 formats: tig: atl: Tablet use in schools: a critical review of the evidence for learning outcomes. aug: au: Haßler, B. Major, L. Hennessy, S. affil: Faculty of Education, University of Cambridge, Cambridge UK sug: subj: Computers, Portable Utilization Schools, Elementary Outcomes of Education Evaluation Schools, Secondary Human Students, Elementary Systematic Review Quality Assessment Male Female Child Adolescence Adult Summated Rating Scaling Computer-Assisted Instruction Child: 6-12 years Adolescent: 13-18 years Adult: 19-44 years Male Female ab: The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here. pubtype: Academic Journal doctype: pictorial research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|