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Tablets for Teaching and Learning: A Systematic Review and Meta-Analysis
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Abstract
Tablets and smart mobile devices are the most recent addition to the long list of
technological innovations believed to support and enhance the teaching process and learning
process. This review aimed at going beyond the general hype around tablets and smart
mobile devices to investigate the evidence supporting their use in educational contexts. To
achieve this purpose, a systematic review of quantitative and qualitative research studies
published since 2010 was completed. A rigorous review process resulted in the inclusion
of 27 quantitative studies that were subjected to a full-scale meta-analytic procedure, and
41 qualitative research studies that were reviewed for substantive study characteristics. A
significant average effect size was found for studies comparing tablet use contexts with no
tablet use contexts (g+ = 0.23, k = 28). For studies comparing two different uses of tablets
by students, the average effect size (g+ = 0.68, k = 12) showed a significant favouring of
more student-centred pedagogical use of technology. Although not statistically tested, the
findings also indicate that higher effect sizes are achieved when the devices are used with
a student-centred approach rather than within teacher-led environments. Similarly, the
qualitative literature review revealed that tablets and smart mobile devices are garnering
positive perceptions within educational contexts, with the strongest support showing for
the technologies’ effectiveness in particular tasks and when used within more student-active
contexts. Finally, the review provides an overview of the Turkish Fatih Project as a case study
and highlights the lessons learned.
Subject
Country
Region
Pan-Commonwealth, Global
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Date
2015-08
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)