Feasibility
Are tablets feasible in schools today? There are many questions which need to be addressed if they are to be implemented in a meaningful way in the classroom. This section will look at feasibility of tablets from student, teacher, and classroom perspectives.
If students are to use tablets in school some things need to be determined. Who gets to use the tablets? Is it just for those who can afford to buy their own or do schools purchase them? What will they be used for? According to a study done by Ferrer, Belvis & Pamies (2011) in Aragon, Spain, tablets can be instrumental in lessening the socioeconomic divide in schools. “Students coming from families with more disadvantaged socioeconomic and cultural environments (measured by the mother’s level of education) are those that consider themselves to have benefitted more – in terms of academic results – from the use of tablet PCs in primary education . This reflects a very significant contribution towards social equity, as well as an important incentive for families with fewer technological and cultural resources in the home” (p.287). From this point of view, limiting tablet use to certain students or on a reward system can disadvantage children further. It is important from an academic and socioeconomic view that all students have equal access to the tablets. So this brings into play the amount of tablets which need to be acquired. To allow tablet use to those students who can afford to purchase their own again furthers the divide. If schools are to allow the use of tablets then there must be a means to have access by all students.
The initial outlaying of funds for the purchase of tablets can be daunting. At today’s prices most popular tablets cost from $500 to $800 depending on the brand and what is loaded in the tablet. There are other tablets available that are non-name brand that are getting much cheaper, in the range of $300. These may not have all the functionality of the mainstream tablets but depending on what the ultimate usage will be they may be more than adequate for the classroom. An example of this is the Kineo Android tablet which was released in February of this year (Hoffelder, 2011). This is a tablet that is built for schools. It has features that allow teachers to limit what students can access. Initial pricing is at $299 (US). This price level makes it feasible for school purchase. As with most technology as it becomes more widespread the cost of tablets will drop. As school's current computer systems need updating, replacement tablets could be purchased instead of the traditional PCs. Docking stations can be purchased for the tablet which allow keyboard and mouse use and gives the feel of a traditional PC.
If tablets are to work within the school setting those instructing the students on the use of the tablet need to have the requisite knowledge of the tablet and the various programs they can use. Unless the mobility features of the tablet are utilized then transferring to tablets is not a worthwhile endeavor. If teachers use these features then there are big benefits for students. Enriquez (2010) indicates from a study of tablets and wireless technology in creating Interactive Learning Networks that these tools are beneficial to teachers and ultimately students. "These results indicate that the interactive classroom environment developed using wireless tablet PCs has the potential to be a more effective teaching pedagogy in problem-solving intensive courses compared with traditional instructor-centered teaching environments” (p.77).
Due to the ‘cool’ factor of this new technology it adds to the enjoyment of student in the classroom. This in the end means better acceptance of the technology and better performance in all aspects of school work. “The completion and submission rates of homework assignments for the interactive classes were observed to be higher compared with the traditional instructor-centered classes (greater than 95% completion rate for both interactive groups and less than 87% completion rate for the non-interactive groups)" (Enriquez, 2010, p. 81).
As with any new program or technology, teachers must have the proper training in order to use tablets correctly and to gain the most from this portable technology. Different courses and departments will have software specific to their curriculum. This can be addressed at department specific inservicing and professional development. In my opinion, if tablets are to be accepted and utilized by teachers it is necessary to show them how these tools can be a benefit in the classroom. As indicated by Steinweg, Williams & Stapleton (2010), the versatility of tablets makes them valuable to teachers. “This computer combines the capabilities of a traditional laptop with the added feature of pen-based digital inking for handwritten notes and symbols, resulting in a very versatile tool.” (p.54) They also indicate that the tablet helps in classroom management which is always a concern for teachers. “When using the Tablet PC/projector combination the teacher was able to face, monitor, and interact with students at all times rather than turning away from students to write on a chalkboard or dry-erase board. The ease of changing ink color and using unique symbols or cues were added benefits” (p.57).
The ultimate goal of any teacher should be to increase the knowledge of the student in a meaningful way. According to many teachers who use tablets in the classroom or the field, tablets are adding a new dimension to learning that should ultimately increase the understanding of curriculum outcomes by students. In their article, Stewart, Clark, Donald & VanCamp (2011) garnered responses from teachers on their use of tablets. Ultimately these responses were positive. Because of this positive interaction with the technology by students and teachers it leads to a more positive learning experience which in the end adds up to a better understanding by students. Here are some examples. "Knowing how to use technology to collect rigorous and meaningful data is an essential tool that helps students become knowledgeable scientists, or to become critical consumers of science." “They're such small units, they're very non-intrusive, they have good battery life, you can take it and do any sort of primary data collection research." (Stewart et al. 2011)
Tablets in the classroom pose some problems that need to be addressed if they are to be successful in this area. One of the major benefits of tablets is portability. To achieve this benefit of the tablets it is necessary that connectivity be available wherever the tablets are being used. For schools this means the system in place needs to be fast enough and robust enough to bear all the machines at one time. As this technology and the programs used increases within the school the capabilities of the servers, routers and other machinery will need to increase to carry the demands put on them. As well, a wireless system will need to be put in place if the true portability of the tablets is to be achieved. This will enable students and teachers alike to move with their tablet around the classroom and around the school. As Stewart et al. (2011) indicate, a big benefit of tablets in schools is being able to use tablets for exercises outside the walls of the school “This active learning, where students are engaged in a task, exercise, or research question, allows learners to be better able to understand complex relationships and apply what they have learned in other settings and contexts, and using tablet PCs enhances and provides advantages, such as teaching about and improving the scientific method, in this learning environment.”
To facilitate this learning a wide area wireless network is required. This also brings with it security issues which need to be dealt with in the implementation. If the machines are to be used away from the school wireless capabilities then connectivity will need to be through a data connection ie: cell tower. This connectivity comes with an additional cost and can be expensive depending on the amount of users and the usage. As more cities and towns are opening up free wireless access points using tablets around these areas will become more cost effective. Security issues will need to be addressed for these situations. While connectivity is one of the big selling points of tablets once the software is loaded onto the machine it can be used in the field without needing to be connected.
Another area of concern with tablets is maintenance. As with any computing device there will be problems with software and/or breakdown of parts that arise. Tablets are much smaller and come with a new set of programming and maintenance issues. Getting computer technicians within schools and boards who are trained to deal with these problems will take time. Until these become mainstream within our schools, school boards may not put the resources into support for them. This may become an issue with cost for schools.
The issues discussed will all impact the feasibility of making tablets mainstream in schools. As most schools will attest cost of purchase and maintenance is one of the biggest factors that will affect the decision. While this is a big concern it should not be the predominant one. As was illustrated earlier the benefit to the classroom environment, student learning, and the lessening of the socioeconomic divide in the classroom indicates that tablets are a very good learning tool. “Whether used alone or in conjunction with other tools, Tablet PCs have the potential to be a valuable tool for both teachers and teacher educators. They can be used to provide instruction and model technology integration in multiple formats to increase the likelihood of student learning” (Steinweg et al., 2010, p. 59).
The positives outweigh the negatives in the case of integrating tablets in the classroom. The student is the one who ultimately benefits from the use of this technology. While there are barriers to the implementation of this tool they can be overcome. With some creative thinking to fix these problems and concerns tablets are a feasible option for increasing learning in the classroom. “Considering these multiple uses, the initial expense of Tablet PCs and LCD projectors may pay off in the long run with enhanced learning opportunities for students and the reduction in purchase of overhead projectors, transparencies, chart paper, overhead markers, and dry erase equipment" (Steinweg et al., 2010, p.56).
If students are to use tablets in school some things need to be determined. Who gets to use the tablets? Is it just for those who can afford to buy their own or do schools purchase them? What will they be used for? According to a study done by Ferrer, Belvis & Pamies (2011) in Aragon, Spain, tablets can be instrumental in lessening the socioeconomic divide in schools. “Students coming from families with more disadvantaged socioeconomic and cultural environments (measured by the mother’s level of education) are those that consider themselves to have benefitted more – in terms of academic results – from the use of tablet PCs in primary education . This reflects a very significant contribution towards social equity, as well as an important incentive for families with fewer technological and cultural resources in the home” (p.287). From this point of view, limiting tablet use to certain students or on a reward system can disadvantage children further. It is important from an academic and socioeconomic view that all students have equal access to the tablets. So this brings into play the amount of tablets which need to be acquired. To allow tablet use to those students who can afford to purchase their own again furthers the divide. If schools are to allow the use of tablets then there must be a means to have access by all students.
The initial outlaying of funds for the purchase of tablets can be daunting. At today’s prices most popular tablets cost from $500 to $800 depending on the brand and what is loaded in the tablet. There are other tablets available that are non-name brand that are getting much cheaper, in the range of $300. These may not have all the functionality of the mainstream tablets but depending on what the ultimate usage will be they may be more than adequate for the classroom. An example of this is the Kineo Android tablet which was released in February of this year (Hoffelder, 2011). This is a tablet that is built for schools. It has features that allow teachers to limit what students can access. Initial pricing is at $299 (US). This price level makes it feasible for school purchase. As with most technology as it becomes more widespread the cost of tablets will drop. As school's current computer systems need updating, replacement tablets could be purchased instead of the traditional PCs. Docking stations can be purchased for the tablet which allow keyboard and mouse use and gives the feel of a traditional PC.
If tablets are to work within the school setting those instructing the students on the use of the tablet need to have the requisite knowledge of the tablet and the various programs they can use. Unless the mobility features of the tablet are utilized then transferring to tablets is not a worthwhile endeavor. If teachers use these features then there are big benefits for students. Enriquez (2010) indicates from a study of tablets and wireless technology in creating Interactive Learning Networks that these tools are beneficial to teachers and ultimately students. "These results indicate that the interactive classroom environment developed using wireless tablet PCs has the potential to be a more effective teaching pedagogy in problem-solving intensive courses compared with traditional instructor-centered teaching environments” (p.77).
Due to the ‘cool’ factor of this new technology it adds to the enjoyment of student in the classroom. This in the end means better acceptance of the technology and better performance in all aspects of school work. “The completion and submission rates of homework assignments for the interactive classes were observed to be higher compared with the traditional instructor-centered classes (greater than 95% completion rate for both interactive groups and less than 87% completion rate for the non-interactive groups)" (Enriquez, 2010, p. 81).
As with any new program or technology, teachers must have the proper training in order to use tablets correctly and to gain the most from this portable technology. Different courses and departments will have software specific to their curriculum. This can be addressed at department specific inservicing and professional development. In my opinion, if tablets are to be accepted and utilized by teachers it is necessary to show them how these tools can be a benefit in the classroom. As indicated by Steinweg, Williams & Stapleton (2010), the versatility of tablets makes them valuable to teachers. “This computer combines the capabilities of a traditional laptop with the added feature of pen-based digital inking for handwritten notes and symbols, resulting in a very versatile tool.” (p.54) They also indicate that the tablet helps in classroom management which is always a concern for teachers. “When using the Tablet PC/projector combination the teacher was able to face, monitor, and interact with students at all times rather than turning away from students to write on a chalkboard or dry-erase board. The ease of changing ink color and using unique symbols or cues were added benefits” (p.57).
The ultimate goal of any teacher should be to increase the knowledge of the student in a meaningful way. According to many teachers who use tablets in the classroom or the field, tablets are adding a new dimension to learning that should ultimately increase the understanding of curriculum outcomes by students. In their article, Stewart, Clark, Donald & VanCamp (2011) garnered responses from teachers on their use of tablets. Ultimately these responses were positive. Because of this positive interaction with the technology by students and teachers it leads to a more positive learning experience which in the end adds up to a better understanding by students. Here are some examples. "Knowing how to use technology to collect rigorous and meaningful data is an essential tool that helps students become knowledgeable scientists, or to become critical consumers of science." “They're such small units, they're very non-intrusive, they have good battery life, you can take it and do any sort of primary data collection research." (Stewart et al. 2011)
Tablets in the classroom pose some problems that need to be addressed if they are to be successful in this area. One of the major benefits of tablets is portability. To achieve this benefit of the tablets it is necessary that connectivity be available wherever the tablets are being used. For schools this means the system in place needs to be fast enough and robust enough to bear all the machines at one time. As this technology and the programs used increases within the school the capabilities of the servers, routers and other machinery will need to increase to carry the demands put on them. As well, a wireless system will need to be put in place if the true portability of the tablets is to be achieved. This will enable students and teachers alike to move with their tablet around the classroom and around the school. As Stewart et al. (2011) indicate, a big benefit of tablets in schools is being able to use tablets for exercises outside the walls of the school “This active learning, where students are engaged in a task, exercise, or research question, allows learners to be better able to understand complex relationships and apply what they have learned in other settings and contexts, and using tablet PCs enhances and provides advantages, such as teaching about and improving the scientific method, in this learning environment.”
To facilitate this learning a wide area wireless network is required. This also brings with it security issues which need to be dealt with in the implementation. If the machines are to be used away from the school wireless capabilities then connectivity will need to be through a data connection ie: cell tower. This connectivity comes with an additional cost and can be expensive depending on the amount of users and the usage. As more cities and towns are opening up free wireless access points using tablets around these areas will become more cost effective. Security issues will need to be addressed for these situations. While connectivity is one of the big selling points of tablets once the software is loaded onto the machine it can be used in the field without needing to be connected.
Another area of concern with tablets is maintenance. As with any computing device there will be problems with software and/or breakdown of parts that arise. Tablets are much smaller and come with a new set of programming and maintenance issues. Getting computer technicians within schools and boards who are trained to deal with these problems will take time. Until these become mainstream within our schools, school boards may not put the resources into support for them. This may become an issue with cost for schools.
The issues discussed will all impact the feasibility of making tablets mainstream in schools. As most schools will attest cost of purchase and maintenance is one of the biggest factors that will affect the decision. While this is a big concern it should not be the predominant one. As was illustrated earlier the benefit to the classroom environment, student learning, and the lessening of the socioeconomic divide in the classroom indicates that tablets are a very good learning tool. “Whether used alone or in conjunction with other tools, Tablet PCs have the potential to be a valuable tool for both teachers and teacher educators. They can be used to provide instruction and model technology integration in multiple formats to increase the likelihood of student learning” (Steinweg et al., 2010, p. 59).
The positives outweigh the negatives in the case of integrating tablets in the classroom. The student is the one who ultimately benefits from the use of this technology. While there are barriers to the implementation of this tool they can be overcome. With some creative thinking to fix these problems and concerns tablets are a feasible option for increasing learning in the classroom. “Considering these multiple uses, the initial expense of Tablet PCs and LCD projectors may pay off in the long run with enhanced learning opportunities for students and the reduction in purchase of overhead projectors, transparencies, chart paper, overhead markers, and dry erase equipment" (Steinweg et al., 2010, p.56).