As technological devices such as laptop computers and iPads have become common features of classrooms, teachers are expected to implement teaching strategies for using such devices with which teachers can expand curriculum learning opportunities for students (AITSL, 2017).
As part of a larger sequential case study and through the lens of social constructivism, the introduction of iPads in a Foundation to Year 12 school was investigated from the perspectives of the principal, teachers, and students. Using semi-structured interviews, the views of 11 mathematics and English teachers on teaching and learning with iPads were explored. In addition, classroom observations (12 classes taught by five teachers) were undertaken.
Although most teachers expressed positive views about educational technology and felt comfortable using technology in their teaching, many explained that their teaching had not dramatically changed since they began using iPads and did not believe that their teaching would substantially alter in the future. The teachers appeared to have encountered a wide range of problems when attempting to integrate iPads into their pedagogy. Some teachers argued that there were simply not enough relevant resources available for them to utilise the tool in class. The teachers spoke of using the iPads as substitutes for printed books, instead of utilising any multi-media apps available on the device. They also spoke of difficulties they faced with document creation using iPads. When asked about benefits of iPads for students, several teachers stated that they believed that students were more organised and had access to more information. Some teachers did not believe that the use of iPads benefitted students and instead were a distraction.
Overall, teachers’ dissatisfaction with the iPad introduction, as well as with the device itself, was evident. Teachers often felt that they had not been adequately prepared to teach with iPads, and very few were observed utilising iPads in ways that took advantage of the affordances of this device. In the classroom observations, students were seen to be distracted and engaged in off-task behaviours that were not detected by their teachers. The use of iPads for off-task activities was observed in almost every class, with teachers overwhelmingly unaware of what had transpired, and how little work had been done by students. A discussion of these issues and their possible educational implications for regional education is presented.
Reference
Australian Institute for Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards
