Academic Journal
Does iPad use support learning in students aged 9–14 years? A systematic review.
| Τίτλος: | Does iPad use support learning in students aged 9–14 years? A systematic review. |
|---|---|
| Συγγραφείς: | Boon, Helen J., Boon, Lucy, Bartle, Toby |
| Πηγή: | Australian Educational Researcher (Springer Science & Business Media B.V.); Jul2021, Vol. 48 Issue 3, p525-541, 17p |
| Θεματικοί όροι: | Classrooms, Students, Learning, Educational planning, Teaching aids, Teachers |
| Περίληψη: | This systematic literature review sought to examine whether iPad or other mobile technology use by school students aged 9 to 14 years enhanced academic outcomes. Conducted in March 2019 using the PRISMA statement, the review identified 43 studies published between 2010 and 2019 which specifically addressed the research question. Findings revealed that iPad use for specific school learning areas such as mathematics, English, science, and the like has not consistently enhanced academic outcomes. Some reviewed papers also indicated that teachers were not always employing the technology most effectively. To defend the current extensive classroom use of mobile technology such as iPads, further research employing within-subject designs must be conducted. Such research must assess the efficacy of iPad use for attaining specific content area outcomes against pedagogies which utilise paper reading, handwriting and/or other manipulations of teaching materials. Moreover, teacher professional learning needs to be provided so that when teachers use iPads in classrooms they are able to deploy them in the most appropriate way. [ABSTRACT FROM AUTHOR] |
| Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Links: – Type: other Text: Availability: 0 CustomLinks: – Url: https://dx.doi.org/doi:10.1007/s13384-020-00400-0 Name: EDS - Springer Nature Journals (s7799221) Category: fullText Text: View record at Springer |
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| Items | – Name: Title Label: Title Group: Ti Data: Does iPad use support learning in students aged 9–14 years? A systematic review. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boon%2C+Helen+J%2E%22">Boon, Helen J.</searchLink><br /><searchLink fieldCode="AR" term="%22Boon%2C+Lucy%22">Boon, Lucy</searchLink><br /><searchLink fieldCode="AR" term="%22Bartle%2C+Toby%22">Bartle, Toby</searchLink> – Name: TitleSource Label: Source Group: Src Data: Australian Educational Researcher (Springer Science & Business Media B.V.); Jul2021, Vol. 48 Issue 3, p525-541, 17p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This systematic literature review sought to examine whether iPad or other mobile technology use by school students aged 9 to 14 years enhanced academic outcomes. Conducted in March 2019 using the PRISMA statement, the review identified 43 studies published between 2010 and 2019 which specifically addressed the research question. Findings revealed that iPad use for specific school learning areas such as mathematics, English, science, and the like has not consistently enhanced academic outcomes. Some reviewed papers also indicated that teachers were not always employing the technology most effectively. To defend the current extensive classroom use of mobile technology such as iPads, further research employing within-subject designs must be conducted. Such research must assess the efficacy of iPad use for attaining specific content area outcomes against pedagogies which utilise paper reading, handwriting and/or other manipulations of teaching materials. Moreover, teacher professional learning needs to be provided so that when teachers use iPads in classrooms they are able to deploy them in the most appropriate way. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Australian Educational Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=151066136 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s13384-020-00400-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 525 Subjects: – SubjectFull: Classrooms Type: general – SubjectFull: Students Type: general – SubjectFull: Learning Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Teachers Type: general Titles: – TitleFull: Does iPad use support learning in students aged 9–14 years? A systematic review. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boon, Helen J. – PersonEntity: Name: NameFull: Boon, Lucy – PersonEntity: Name: NameFull: Bartle, Toby IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03116999 Numbering: – Type: volume Value: 48 – Type: issue Value: 3 Titles: – TitleFull: Australian Educational Researcher (Springer Science & Business Media B.V.) Type: main |
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