Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning
We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom enga...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2019-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/9/2/87 |
| _version_ | 1818015678186127360 |
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| author | Hye Jeong Kim Jiyoung Choi Suyoun Lee |
| author_facet | Hye Jeong Kim Jiyoung Choi Suyoun Lee |
| author_sort | Hye Jeong Kim |
| collection | DOAJ |
| description | We investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities. |
| first_indexed | 2024-04-14T07:00:33Z |
| format | Article |
| id | doaj.art-b96e820d8a73432b990345b58630eb2a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-14T07:00:33Z |
| publishDate | 2019-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-b96e820d8a73432b990345b58630eb2a2022-12-22T02:06:46ZengMDPI AGEducation Sciences2227-71022019-04-01928710.3390/educsci9020087educsci9020087Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating LearningHye Jeong Kim0Jiyoung Choi1Suyoun Lee2Department of Education, Graduate School of Education, Chung-Ang University, Seoul 06974, KoreaDepartment of Computer Science Education, Korea University, Seoul 02841, KoreaDepartment of Early Childhood Education, Chung-Ang University, Seoul 06974, KoreaWe investigated teachers’ perceptions and behaviors regarding the integration of tablets into their activities in the one-to-one classroom. The use of tablets in classroom instruction can enrich the pedagogical quality of students’ collaborative activities, enhance classroom engagement, and facilitate various classroom activities. Seven focus group interviews were conducted with 37 teachers from seven rural public schools in Korea. Data were mostly generated using semi-structured interviews and were then analyzed using content analysis. Our results show that teachers made efforts to incorporate various interactive activities into the classroom using tablets. With technology tailored to one-to-one environments, interactive instruction was based on teachers’ perceptions of the unique advantages of the tablets and relevant technologies. The teachers reported that instruction using one-to-one technology could enhance each student’s engagement. However, the teachers faced multiple challenges in using tablets in terms of meeting their instructional objectives or teaching goals in the context of classroom teaching. In tablet-integrated classes, the teachers reported curriculum completion issues and the need for a longer period of teacher training before tablet integration. This study is valuable because few studies discuss the role of teachers with regard to their pedagogical experiences with tablet-integrated classrooms in the context of one-to-one computing activities.https://www.mdpi.com/2227-7102/9/2/87teaching and trainingmobile communicationtechnology integrationtechnology uses |
| spellingShingle | Hye Jeong Kim Jiyoung Choi Suyoun Lee Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning Education Sciences teaching and training mobile communication technology integration technology uses |
| title | Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning |
| title_full | Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning |
| title_fullStr | Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning |
| title_full_unstemmed | Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning |
| title_short | Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning |
| title_sort | teacher experience of integrating tablets in one to one environments implications for orchestrating learning |
| topic | teaching and training mobile communication technology integration technology uses |
| url | https://www.mdpi.com/2227-7102/9/2/87 |
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