About this paper

Appears in:
Page: 3348 (abstract only)
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1733

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

IPAD IN THE CLASSROOM: STAFF AND STUDENT FEEDBACK FROM THE FIRST YEAR OF A FACULTY WIDE ROLL OUT

L. Boubert, B. Altemeyer, J. Lewis

University of Westminster (UNITED KINGDOM)
In September 2015, the University of Westminster’s Faculty of Science and Technology began transforming its learning and teaching environment by providing all staff and level 5 and 6 students with I-Pads. With the roll out involving over 2000 iPads, this is one of the largest projects of its kind in HE in the UK. The aim of the project is to enhance learning and teaching by embedding technology into all the practices of the faculty, including but not exclusive to classroom activities. One of the risks for the project was identified early on as staff and / or students not adopting the technology. This research aimed to explore possible differences and similarities in the attitudes of staff and students to the introduction of iPads by the faculty.

The two groups considered in the study, staff and students, were invited to share their thoughts on the projects in two separate ways, in focus groups and in a questionnaire. These data were collected at 2 time points, first within a week of them receiving their iPads, then again towards the end of the second teaching semester. The questionnaire included demographic questions, a section on iPad usage expertise derived from an Apple training tool, and the UTAUT (Unified Theory of Acceptance and Use of Technology, Venkatesh, 2003). The UTAUT questionnaire is a well established tool to measure technology acceptance and intention to use.

The results suggested that staff’s and students’ attitudes towards the introductions of iPads were overall similar and generally positive, with staff and students both predicting that they would use the iPads in the months to come. One area where the groups differed was in their confidence level at using the technology and the need for support and training of lecturers was far greater than that of students. Lecturers were mostly unclear as to how they could include iPads into their learning and teaching beyond mobile web access and note taking. Unlike for subject specific skills, where lecturers are experts compared to students, with iPads students are more confident than the lecturers in many areas. This suggests that the integration of iPads into teaching will be dependent on lecturers’ willingness to adopt a technology where they might be less expert than the students, in contrast with subject specific skills where they are more expert than students.
@InProceedings{BOUBERT2016IPA,
author = {Boubert, L. and Altemeyer, B. and Lewis, J.},
title = {IPAD IN THE CLASSROOM: STAFF AND STUDENT FEEDBACK FROM THE FIRST YEAR OF A FACULTY WIDE ROLL OUT},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1733},
url = {http://dx.doi.org/10.21125/edulearn.2016.1733},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {3348}}
TY - CONF
AU - L. Boubert AU - B. Altemeyer AU - J. Lewis
TI - IPAD IN THE CLASSROOM: STAFF AND STUDENT FEEDBACK FROM THE FIRST YEAR OF A FACULTY WIDE ROLL OUT
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1733
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 3348
EP - 3348
ER -
L. Boubert, B. Altemeyer, J. Lewis (2016) IPAD IN THE CLASSROOM: STAFF AND STUDENT FEEDBACK FROM THE FIRST YEAR OF A FACULTY WIDE ROLL OUT, EDULEARN16 Proceedings, p. 3348.
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