About this paper

Appears in:
Pages: 7714-7720
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0402

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

THE IPAD: TEACHERS’ PERCEPTIONS AND PREFENCES

A. Gulecoglu

Higher Colleges of Technology (UNITED ARAB EMIRATES)
The advent of digital technologies has a great deal of potential to enhance education. As one such technology, the iPad has been adopted as a teaching tool at some institutions in order to provide interactive, student-centered learning environment. For this purpose, ESL teachers benefit from the iPad through a sheer number of educational apps and its functions as a digital learning tool.

While introducing the iPad to an educational setting contributes to enhancing the learning environment, ESL teachers might also face some challenges incorporating this technology into their daily practice. Karsenti & Fievez (2013) states that when starting to use the iPad, most teachers experience issues regarding combining the iPad with their skills and subject teaching methods. Similarly, Livingstone (2012) argue that when teachers simply introduce a new technology, such as the iPad, they experience difficulties in creating an effective learning environment because they mainly focus on the technology itself rather than how it is used. Furthermore, research shows that applying three knowledge areas, i.e., technical, pedagogical, and content, do not necessarily promote an effective classroom environment unless these areas are intertwined (Misha & Koehler, 1025). These implications clearly points out the lack of, and thereof, the need for teacher training for successful integration of the iPad in classrooms.

Using the technological pedagogical content knowledge (TPCK) model as a theoretical framework for teacher professional development, the presenter will share and evaluate the results of a survey on the perceptions of teachers who use the iPad and its educational apps in ESL classes at a Middle Eastern college. The survey seeks answers on a variety of areas, such as the iPad training for teachers and the iPad’s place in teaching core language skills, i.e. listening, speaking, reading, writing. The presenter will then discuss the need for teacher training and how TPCK model might help meet this need.
@InProceedings{GULECOGLU2017IPA,
author = {Gulecoglu, A.},
title = {THE IPAD: TEACHERS’ PERCEPTIONS AND PREFENCES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0402},
url = {http://dx.doi.org/10.21125/edulearn.2017.0402},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {7714-7720}}
TY - CONF
AU - A. Gulecoglu
TI - THE IPAD: TEACHERS’ PERCEPTIONS AND PREFENCES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0402
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 7714
EP - 7720
ER -
A. Gulecoglu (2017) THE IPAD: TEACHERS’ PERCEPTIONS AND PREFENCES, EDULEARN17 Proceedings, pp. 7714-7720.
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