The use of tablet devices in the classroom affects both teaching and learning applications. These teachers can be divided into two main groups: some of them are innovative teachers and others are instrumental teachers. Those who are Innovative teachers, and then they try to shift from a teacher-centered approach to a learning-centered approach. They change the lessons according to the advantages that tablet computers can offer and change their teaching style. Those who are Instrumental teachers seem to use the tool as a “book behind the glasses”. The differences between the two groups have implications for both teaching methods and how students experience them. In general, the introduction of tablet devices requires a change in the way students learn, as they provide a new interactive, media-rich, and engaging environment.
Policymakers should consider providing technical and pedagogical support to make it easier for teachers and students to understand the full potential of this type of information and communication. Technology is a major driver in our Information Society and the consequences of educational practices can be seen. Following this evolution, some authors spoke of the need to move from traditional classroom environments, where students are seen as users of passive educational knowledge, to classrooms where students are seen as active participants, and where collaboration and knowledge are shared in resources. Rich environments are given priority to drive these changes and the necessary educational reforms, hardware, and software developers are stimulating new technological devices, and more specifically, tablet devices that are used as magical devices. TAccording to the transformation to a more technologically developed learning approach, Hattie showed that: “Meta-analysis of computer analysis in schools shows that computers are used effectively (a) when there are various teaching strategies; (b) teaching and learning tools when computer use is pre-training; (c) ) when there are many opportunities for learning (for example, deliberative practice, increased working hours.
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It can be said that the use of technology in lessons can support a constructivist approach. Applying technology to the classroom does not mean sudden tactical changes. Clearly, this is the primary responsibility of teachers to facilitate educational innovation related to the integration of technology into the classroom environment. Thus, Fullan summarizes three important dimensions for innovation in education: (1) the possible use of adaptive materials; (2) the possibility of adopting a new teaching approach; and (3) possible changes in beliefs. The personal willingness of teachers to implement the innovation and integrate it into classroom practice is the key to the success of the innovation. There are two types of teachers; those who have a constructivist approach or have a better behavioral approach to the use of technology in education. Understanding their beliefs is the first step in developing a deeper understanding of educational innovation in the context of complex classroom practice.
The integration of innovative technology in classroom applications inevitably requires teachers to acquire new technological and pedagogical skills. The didactic use of tablets is decisive for the learning process. Teacher’s essential expertly for transforming learning content that is called Technological Pedagogical Content Knowledge (TPACK). However, most teachers are known to integrate technology to present content digitally rather than using it to develop student-centered approaches. Technology is a learning tool that integrates flawlessly into the teaching and learning process. Technology can be combined with enhancing learning for transforming learning.
On the other hand, innovative teachers are those who use the role of coach. Both teachers and students state that the use of tablet devices changes the teaching style and that various learning activities can be arranged. These teachers like to use more didactic practices in addition to text processing applications and emphasize the need to reflect on the relationship between lesson objectives and specific exercises. Teaching and learning should be understood as an active learning process through applications that stimulate the learning process of students (i.e. application of content applications or finding information on the Internet). Learning through the use of tablets in a didactic manner means the transition from traditional teacher-centered education to the use of individual user tablets. The so-called “innovative teachers” abandon the traditional idea that learning takes place through a teacher who fills the minds of passive students with the help of a blackboard. There are different perspectives on the learning process and suggests that learning from tablet devices should allow students to negotiate content rather than help students learn facts by heart. Do not wait and apply Time internet plan Malaysia now, an internet connection in your houses and offices, if you are living in Malaysia then apply to get the fastest internet speed at a very affordable price.