Personal devices in public settings lessons learned from an iPod Touch and iPad project

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In recent years, there has been a great debate about technology use in the classroom. One thought is that it is distracting, unnecessary or impractical. Another, is that technology is the future and integration will benefit and can facilitate new and effective teaching styles. Authors Susan Crichton, Karen Pegler, and Duncan White (2012) from the University of Calgary address this debate in their article “Personal Devices in Public Settings: Lessons Learned From an iPod Touch/ iPad Project”. The trio look at the challenges and temptations presented by the integration of the technology while also focusing on the infrastructure require for handheld technology within the classroom setting. Their study therefore does not operate in a hypothetical or resulting binary of good and bad, instead it looks at multiple contexts and the overall impact of the device use. The researchers found that the devices were well received and used educationally by the elementary and junior students. However, they found that the high school students and teachers were more critical of integrating the technology and found it harder to appropriate it into the current curriculum. Lastly, they explain the technological, financial, and learning-curve obstacles that were more apparent than initially realized. Over they conclude that technology can definitely contribute to the education system at certain grade levels, but there is an underestimated amount of learning and infrastructure needed for a smooth integration and continued use.

Before explaining their research, the trio provide a literature review. More significantly, they summarize their own previous research. Prior to this study, they looked at the teacher use of laptops in the classroom and the challenges and effects that created. By evaluating research from other scholars and their own, it shows their clear interest in the field of study and how they are repeatedly performing new studies and, arguably, able to build off their research in the area of benefits and drawbacks.

The study was conducted with students from K-12 in different schools within a large Canadian school board. Many of the classes selected for analysis already contained interactive whiteboards and other “smart” technologies. Therefore, the researchers suggest that the pedagogical and physical classroom infrastructure were well positioned to host new mobile technologies. The researchers chose to use iPads and iPod touches and also explain why. These systems offer the interactive and mobile aspects, while not acting primarily as communication devices like phone for calling and texting. To collect the data, the trio used a mix method approach. The mix-method allowed them to study use and productivity in many different ways, finding both qualitative and quantitive. For example, when the children wanted to take the devices home their use duration increased and could be thoroughly explained using both types of data.

Susan Crichton, Karen Pegler and Duncan White provide a clear analysis of the obstacles, successes and challenges of adding handheld devices into the classroom for grades K-12. They found that students at the elementary and junior level took the introduction of the iPads and iPods faster. This, as the trio state, is due to the relation to the curriculum and the class style of the younger grades. Additionally, it appeared that the older teachers were able to navigate and learn the technology must faster than anticipated. When the technology first faced problems, such as connectivity, app updates and tension over the take-home policy it was frustrating for all parties because they had to attempt to understand and fix the problems without any prior experiences to reference. Additionally, and specific to the devices itself, the price-point and the required expansion of the Information Technology (IT) specialists was needed or outwardly sourced to provide solutions within the outdated school structure and within the limited school or district budget. In conclusion, the trio confirm that there is a great deal of teacher education and infrastructure that must be established prior to the introduction of the technology into the classroom for a smoother operation.

This study blatantly counters the idea that technology in the classroom is distracting or unnecessary. It shows that certain technologies, if prepared for and used in particular manners, can actually be very engaging for certain age groups. However, in updating the educational environment, there will be a need to modify or completely input a technological infrastructure and understanding. The training, staffing and often costly process may not be a foreseeable possibility within certain schools and boards, or within the budgets of governing bodies. The authors even provide an appendix which explains the specific needs and costs of having device incorporated and supported by the classroom environment, which moves beyond just research to contributing to positive change in the school system and society in general.

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