The Impact Of Tablets And Laptops In The Classroom

Literature Review

Technology is greatly invading the field of education; the learning process has successfully evolved from the traditional way of learning, presently, the interactive whiteboards are used instead of the blackboards. Initially, the desktop computers were put into use for solving mathematical problems, writing and drawing; currently, the tablets and laptops have proved to be of importance in the classrooms (Lindquist et al., 2009). However, technology is double-sided as it has both the positive and negative impacts on the students, apart from making the learning process easier, simpler and more understandable, the tablets and laptops can be a form of distraction to the students if used in an inappropriate manner. Therefore, it is of great importance to understand the appropriate use of these devices in classrooms during the learning process to avoid massive student distraction due to online entertainment instead of studying (Maninger, and Holden, 2009).

Literature Review

The impact of the use of tablets and laptops in the classrooms is a topic that has raised a lot of discussions in many educational institutions. The questionnaire’s objective is to determine the effects of using laptops and tablets during the learning sessions. However, with the increase in the rates of technological advancements especially in the developed nations, laptops, phones and tablets tend to be of greater necessity in the academic sector. The reason for the research question is to identify the impacts of technological advancement in the present educational set up, another reason for the research is to understand the impacts and find out the appropriate ways of using the laptops and tablets in classes in order to ensure academic progress (Rossing, Miller, Cecil, and Stamper, 2012). There are various advantages and disadvantages of using the laptops and tablets in the classrooms and they are;

 2.1 Advantages

  2.1.1 Direct Communication

The tablets and laptops connect all the key stakeholders in learning, which includes teachers, students, and parents. The handwritten tasks or notes are prone to be lost accidentally or intentionally, however, when it comes to the online emails and digital data, the chances of losing them is limited. The digital era allows for further referencing of any criticism or concerns from anyone, therefore, the factor of forgetfulness has been curbed (Mang, and Wardley, 2012). 

  2.1.2 Personal approach

The teachers are needed to tackle various learning styles for all the students to understand, this is because each student has a different way of understanding. Therefore, the instructors can apply e-learning in their form of teaching to overcome the barrier of misunderstanding among the students (Henderson, and Yeow, 2012). The tablets have also been identified to put up with the special need cases, the learners with disabilities appreciate the freedom and flexibility of the tablets and laptops at their disposal.

Advantages of Tablets and Laptops in the Classroom

  2.1.3 The devices are more economical

The tablets and laptops are more economical and a better investment to venture into. The e-learning requires a less storage space as data is online and is capable of storing various textbooks. The devices have promoted the aspect turning in the homework papers in a digital format, the elimination of the paper has a positive impact to the environment such as reduction of the environmental littering factor (Alvarez, Brown, and Nussbaum, 2011).

   2.1.4 Quicker reporting and faster visualization

The tablets and laptops are great motivation for scientific skills cultivation. For example, the students can file their documents about field trips and researches. The students are able to apply facility-specific information and interactive maps available on the tablets and laptops in their studies, the devices make learning easier. (Dunleavy, Dexter, and Heinecke, 2007).

   2.1.5 The devices create a live learning base

The teachers are able to quickly convey the engaging knowledge material to the students very easily. The students are also able to apply the recommended learning resources in the homework given. The laptops and tablets offer the learners with an instant access to research, the devices also supply useful information for studying (Enriquez, 2010).

 2.2 Disadvantages

  2.2.1 Technical limitation

            These technological devices, particularly the tablets, fail to support multitasking, opening several windows or files on the devices might pose a great challenge to the integrity of the lesson. Online security requires great seriousness and therefore an IT professional is needed for such situations.  The electronic devices require charging, in case of the low battery during the class time might be of great challenge to the students (Moran, Hawkes, and Gayar, 2010).

  2.2.2 Unnecessary distraction

This usually happens to the younger students, however, the grown-ups are also affected. The web-enabled devices make it easy to access online entertainment that might distract the students from focusing on their academics (McCoy, 2016).

  2.2.3 Training and flexibility

            The teachers might find it difficult to adapt to the new format of the teaching process. Result consistency can be attained through the instructor using extra effort and time. This leads to time wastage and increases in the costs of training (Sung, Chang, and Liu, 2016).

  2.2.4 Budgetary concerns

The cost of the laptops and tablets is pretty high, this might be a problem to some students, especially the learners in the developing countries, as they will be unable to afford them (Moran, Hawkes, and Gayar, 2010).

Disadvantages of Tablets and Laptops in the Classroom

3 Methodology

 3.1 Research type

            Researches are allocated into three categories which are; causal, exploratory and descriptive. The allocation depends on the purpose and use of the investigation. This study was a descriptive research as it defined the behavior, opinion, and attitude of the students towards the use of tablets and laptops in the classrooms. The analysis was quantitative in nature and it took a conclusive prospect of the effects of technological progressions in the current learning institutions. The examination was pre-planned and organized in a design that the collected information could be inferred statistically to the population (Grimes, and Schulz, 2012). There were categories that were predefined that the participants had to choose from, thus inferable statistical data was obtained. This allowed the researchers to quantify the importance of the results on the studied population, the researchers were also able to understand the periodic changes in the behaviors, opinions, and attitudes of the students.

3.2 Defined population (participants)

The research’s participants involved a total of twenty students from Swinburne University. Five of the participants were Indian students who were studying in the campus, they were to represent the opinion of the learners from developing countries. Six of them were from the United States, for the purpose of indicating the study’s diversity, the remaining nine students were Australian, all the participants were students from the University of Swinburne, in September 2017 (Neyman, 2014).

 3.3 Sampling method

            Probability sampling was used in the research, the samples selected represented the other students in the university as well as other students worldwide. The sampling method ensured acquisition of the most effective sample that provided credible and valid results as the participants reflected the entire student population’s attitude and opinion towards the use of laptops and tablets in the classrooms. The probability sample was further broken down to a stratified sample which is termed to as the mini-reproduction of the entire population. Before the Swinburne’s student population was sampled, the students were subdivided into sets of important characteristics for the purpose of the research (Krewski, and Rao, 2008). The students were divided according to their countries of origin, that is students from the US, Australia, and India. The participants were then randomly selected within each stratum.

 3.4 Research questionnaire/ instrument

The study findings were grounded on the questionnaire that was answered by twenty students from Swinburne University. The student respondents consisted of five students from India, six students from the US and nine students from Australia. The questionnaire was conducted face to face and the rate of response was 100%. The partakers were made to understand the questionnaire’s purpose and the confidentiality of the answers provided was assured. The stratified sampling method was applied to the selection of the respondents since the study was a descriptive study (Krosnick, 2018). The questionnaire consisted of five questions that were close-ended, there was a pilot study that was meant to review the questionnaire.

The suitable answers were selected via the extensive application of the rating scales that gauged the power of the attitude of the students. Further answers to the questions set (close-ended) were analyzed as open-ended queries and this was seen as unnecessary data as well as increased data complexity. After the questionnaire was obtained the info was examined by linking the replies amongst the students of the US, Australian and Indian background. Most of the replies were graded at the point 5 (strongly agree) on the rating scale, the data given was average enough for easy comparison (Reja, Manfreda, Hlebec, and Vehovar, 2013).

 3.5 Types of the queries

            The study questions were the descriptive queries since the study was a descriptive one. The questions set described the conditions of using the laptops and tablets in the classrooms the questions also characterized the effects into two sets, that is, the positive and negative impacts. Responding to the set queries greatly relied on the observational abilities of the researchers (Krosnick, 2018). 

 3.6 Pilot questionnaire testi

A pilot study was conducted prior to the main investigation, the study involved five students from Swinburne University, two Indians, two Australians and one American. The questionnaire was offered to these students in a much informal manner to identify the relevance of the questionnaire to the students. An internal pilot study was conducted and the five students used in the pilot survey were used in the main study (Goodman, Meltzer, and Bailey, 2006). Results from the study were analyzed and the issues in the study were revised. Matters such as errors in the entry of data were identified during the pilot study and this was rectified to avoid such failures in the real study.

 3.7 Procedures for data collection

Data collection involved a face to face interview with the student respondents at Swinburne University in September 2017.

Justification: the researchers chose a face to face interview to get detailed information from the students. The option of online question could be considered, however, the investigators could fail to understand the behaviors of the scholar in depth. Some info can be gathered through body language such as facial expression and this can only be gathered through face-to-face interaction (Krosnick, 2018). 

 3.8 Limitations

The study was a descriptive one and in such cases, the respondents tend to be untrue or fail to naturally behave as they know they are under observation. The study has a limitation of being applied in determining the causative factors of some of the effects brought about by the technological advancements in schools (Krewski, and Rao, 2008). Researcher bias may be an issue in such cases of setting the descriptive queries such as the choice of the question wording, the close-ended questions also lock out some vital info that the interviewees might be having in mind.

The significant qualitative factors of the research subject couldn’t be answered due to the close-ended structure of the study queries (Krosnick, 2018). The probability sampling method lengthened the time for collecting data since the researchers were looking for a specific set of people from the entire population (students), the non-probability method could be of better outcomes as it would have reduced the time required for data collection.

   Question 1

What is the impact of using the laptops and tablets in the classes? 

Figure 1, source; created by the author)

Technology has advanced significantly in the learning institutions, use of phones, tablets, and laptops in classes is an indication of the progress. The research revealed both the positive and negative impacts of this technology. 12 students gave a positive feedback, illustrating the importance of allowing the devices in the classes as they would make the learning process easier, however, 4 of them gave a negative feedback claiming it was a source of distraction during the learning time. 3 others were on both sides and one of them gave no answer about this (Haßler, Major, and Hennessy, 2016).

   Question 2

gure 2, source; created by the author)

Ten students concluded that technology is very helpful (excellent), three concluded that it was good, five concluded that it was poor and two concluded that it was very poor (Harper, and Milman, 2016).

  Question 3

Are there cases when the technological devices disrupt your focus? 

The devices being so easily used in accessing the internet have been identified as causing unnecessary distractions during the learning sessions. The study confirmed this aspect through the student’s feedback; thirteen of the interviewees accepted they were regularly disrupted by the devices, five accepted to be occasionally distracted, one accepted to be rarely affected and one failed to answer the question (Sung, Chang, and Liu, 2016).

   Question 4

How are your teachers coping up with the act of using the tablets and laptops during the learning sessions?

Figure 4, source; created by the author)

The instructors, understanding the double-sided effects of the use of the electronic devices in the classes, find it hard to settle on whether to banish them or accept them (Blackwell, 2013). From the study results, it was found out that; most of the teachers strongly agreed with the idea of using the devices in the classes, an average number of them just agreed to it, few of them disagreed with the matter while very few of them strongly disagreed with the subject.

   Question 5

Should the traditional form of teaching (use of blackboards) be completely eliminated and be replaced with the present technological form of teaching (use of whiteboards)?

Technology is progressing globally, therefore it can be of great advantage to the current learning sector. However, due to the difference in the economic status of various people on the globe, it is important to consider those of the third world nations who are unable to acquire such devices for learning (Türel & Johnson, 2012). The study’s results indicate the students’ feedback about the issue. Nine students strongly agreed on the subject, three students agreed to the matter, six students disagreed with the issue and two of them strongly disagreed with the idea.

Discussion

Basing on the current state of learning and technology, with the increased aspect of e-learning the significance of the results of the study are; provision of a better understanding of the use of the laptops and tablets in classrooms and the attitude of the learning towards the matter. Results indicate the negativity of the technological devices to the scholars and how the negative impacts can be curbed, for instance, the limiting the university’s internet connectivity during class time to avoid focus disruption (Haßler, Major, and Hennessy, 2016).

The results indicate the importance of the devices of applying the gargets in classes, therefore, encouraging the learning institutions to adopt the idea of using them during learning sessions. The literature states that the laptops and tablets have been of importance during the learning sessions these are confirmed by the results from the study, twelve students concurred with the idea. Literature also illustrates the negative impacts of using the devices in the classes and this was affirmed by the interviewees’ replies, 18 students agreed to the claim. However, literature fails to illustrate the need for technology taking over the traditional teaching method completely as shown by the students’ responses to the investigation (Hawkes, and Hategekimana, 2009).

Conclusion

Technology is successfully progressing in various sectors and the educational sector is one of them. Currently, most students use laptops and tablets during their class sessions, however, the devices are known to be of both positive and negative impacts to the learning process of the scholars. Therefore, there is a need to monitor the student’s way of using the technological devices to avoid unnecessary interruptions during the learning process. Further research is required to be conducted in a university in one of the third-world countries to have a great percentage of the students from the developing republics to understand their opinion towards the subject.

References

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