Abstract:

The Israeli education system adapts itself to the 21st century and implements innovative digital technologies aiming to improve pedagogy. This paper investigates the implementation of tablet computers in the elementary education. Relatively limited research has been conducted on the integration of tablet computers and other mobile devices in K-12 settings (Ifenthaler & Schweinbenz, 2013). Looking into the impact on learning and instruction using iPads, Reid and Ostashewski (2011) found improvement in student self-efficacy and independent learning. Shih, Chuang, & Hwang (2010) found significant improvement in achievement, high levels of student satisfaction, and increased student participation in the lessons. Despite this positive impact, it seems that the added value of learning with tablet PCs in comparison to learning with laptops remains unclear.

This study examines the first phase of learning with tablet-PCs in an elementary school in the north of Israel. The tablets were implemented in order to enhance one-to-one learning and develop digital skills of students. The research questions of this study address the impact of tablet implementation on learning and pedagogy. This qualitative case study crosschecks non-participated observations aiming to analyze the impact of tablet implementation on learning and pedagogy which was reflected in activities designed by the school staff for fifth graders using tablet-PCs in formal learning and in an extra-curricular school project. Observation protocols, compiled with analysis of activities described in the school blog, were triangulated with information from a focus group of fifth graders and semi-structured interviews with the school principal, four implemented teachers, and three parents who accompanied students in the tablet-based extra-curricular project. Changes in teaching are examined in this study in terms of the TPACK framework (Mishra & Koehler, 2006). The differences between the teaching staff and students in exploring new technology are analyzed in terms of Prensky's (2009) concept of "digital wisdom".

The results show that one-to-one technology can promote differentiated learning, collaboration, authentic content use, and multimedia learning, when using digital textbooks in the classroom. This variety of options enhances motivation, and improves the quality of the learning process. However, the most significant added value of tablet use is in mobile learning in out-of-class setting, while in in-class learning teachers would prefer using laptops because of tablet technical limitations, especially in a right-to-left language as Hebrew. For massive implementation in the education system, we recommend that decision makers should implement tablets when mobile learning is a significant component in the instructional design.

Keywords:

Tablet computer implementation in elementary school, mobile collaborative learning and outcomes, "digital wisdom", TPACK framework.