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Abstract This study attempts to present the variety of possible uses for mobile technologies, and iPads in particular, in the learning process. The objective is to evaluate a unique implementation model that was tried out at a teacher training college. The methodology is based on a qualitative research paradigm. The findings show that students use the iPads in various contexts: (a) for ongoing personal use, (b) for planning lessons, (c) for active integration in the classroom, and (d) for creating and developing content and games. These findings are presented in a chart that shows the different uses as levels in a hierarchical taxonomy.
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Give them a fishing rod... � the use of iPads by education students
Liat Eyal
Ihe 2014 Paphos
M-learning
Research questions
Research method
A qualitative research paradigm
A-ongoing personal needs
B-for planning lessons
Introducing the microscope
Simulation - How does a microscope works
Microscope parts.
C-integration in the classroom
Efl – reading comprehension
highlighting text, enlarging select areas, and adding handwritten comments
Cutting and moving text Editing text, copying words
C-Active learning Teaching in groups
Media stimuli or media support
D-Game development for tablet computers and its integration in early
childhood special education
http://www.youtube.com/watch?v=jFbvN5FT2Es
http://www.youtube.com/watch?v=VrSTCicI_FU
Taxonomy of uses of the iPads
Eyal Liat (2014)
More questions …???• Is this “implementation model” effective? • A group of 5 students returned the iPad-
What can we learn from it to the future about training teachers?
• How to train education student to use iPad to promote higher order thinking strategies?
