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Tablets for a Redefinition of Learning? An Analysis of Video Observations to Determine the Integration of Tablets in the Classroom.
Proceeding

, University of Mainz, Germany ; , University of Mainz Germany, Germany

EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper is a report on the findings of a study conducted in nine German schools that were equipped with tablets. The study investigates in which ways tablets are integrated into the classrooms. Video-analysis techniques were used to examine the video observations taken in all schools. The use of tablets has been associated with the different levels of the SAMR-model. Findings indicate that in German schools tablet use, mostly, still takes place on the lowest levels (Substitution, Augmentation), primarily only to replace another application. The highest level (Redefinition) could only be found in very few situations observed. Although surveys show that tablets may increase learning motivation, they do not necessarily lead to didactical changes. It is discussed whether innovative research methods might be needed to explore the topic adequately. Data derived from surveys often mirror personal perspectives of the user. Video observations might provide a view on the actual usage itself.

Citation

Bastian, J. & Riplinger, T. (2016). Tablets for a Redefinition of Learning? An Analysis of Video Observations to Determine the Integration of Tablets in the Classroom. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 143-149). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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