From Socrates to Satellites: iPad Learning in an Undergraduate Course

doi:10.4236/ce.2012.35094

Paper Menu >>

Journal Menu >>

Creative Education

2012. Vol.3, No.5, 643-648

Published Online September 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.35094

From Socrates to Satellites: iPad Learning in an

Undergraduate Course

Jodie Wakefi eld, Denni e Smith

Department of Te ac hin g, Learning and Culture, Texas A&M University, College Station, USA

Email: [email protected], [email protected]

Received July 10th, 2012; revised August 12th, 2012; accepted August 28th, 2012

Finding, evaluating and using information are necessary skills for the 21st century college student to en-

gage in critical thinking and problem-solving. This qualitative study was conducted during the fall of

2011 at a major research institution in an undergraduate face-to-face course entitled Multicultural Educa-

tion. Professors designed a course to practice these skills outside and inside the classroom. Students were

randomly assigned to the problem-solving class (17) and the traditional class (18) studying multicultural

education for teacher education. The iPads were issued to the students in August of 2011 to be used not

only in the Multicultural Education course, but students were also encouraged to use the devices in all of

their courses throughout the fall and spring semesters. Students were expected to watch videos, read as-

signments and complete other course assignments before coming to class to engage in problem-solving

using their iPads. This paper presents observational and survey data related to students and professor en-

gaging in problem-solving activities.

Keywords: iPad; Problem-Solving; Mobile Learning; Undergraduate; Technology

Introduction

With such dependence on mobile technology in all aspects of

our lives, it is difficult to imagine that educators would not

fully embrace and incorporate these devices into learning envi-

ronments, especially given the implications for student learning

and teacher training. Apple Inc.’s recent announcement that

they will “offer a series of software tools to make it possible to

move education from textbooks to interactive digital les-

sons-easily prepared by publishers, teachers or others interested

in creating learning materials” suggests the direction resources

in education will take: digital and interactive (Potter, 2012).

Rapidly-evolving mobile technology has created opportuni-

ties and challenges for teachers and students. With the advent

of iPads and other mobile devices came the ability to find,

evaluate, and use information nearly instantaneously at any

time and place. However, very little research has been reported

in professional journals that describes ways in which educators

can integrate the technology into teaching and learning in order

to capitalize on the opportunities or overcome the challenges

they will likely encounter as they move to integrate mobile

devices into university coursework. According to Pachler,

Bachmair, and Cook (2010), without any comprehensive theo-

retical and conceptual framework to explain the complex inter-

relationship between the characteristics of rapid and sometimes

groundbreaking technological developments, it is difficult for

educators to determine how and why this type of technology

should be used in the classroom. This paper explicates the im-

portance of mobile technology integration at the university

level and also provides a deeper understanding of the advan-

tages and tensions of this emerging technology on teaching and

learning.

In the fall of 2011, one of the researchers provided students

with the opportunity to transition from a traditional to a mobile

learning classroom experience. Rather than the traditional de-

livery method of textbooks and lectures, students were provided

with iPads, a mobile device through which they were able to

enhance their problem-solving, evaluative, analysis, and syn-

thesis skills. A case study approach was used to document the

professor’s and students’ experiences related to the dramatic

change in their instructional approaches using this technology

(Hofer & Swan 2006). All of the learning materials for this

course were accessible through the iPad. Websites along with

PDF files were used to access major journal articles used for

learning.

Review of Literature

Education is in a transitional period. Educators are shifting

from paper-based classrooms to technology-integrated class-

rooms because of the needs of the 21st century learner and edu-

cator (Haythornthwaite & Andrews, 2011). With educators

having the ability to electronically access textbooks, email,

blackboard learning systems, Google, and other evolving sys-

tems, it appears that the nature of teaching and learning will be

forever changed and transformed with new pedagogy. Indeed,

educators are now dependent on the same devices as their stu-

dents and expect their students to continuously access these

devices for instructional purposes.

Recently, several universities have reported a variety of im-

plementations and/or research related specifically to the use of

iPads by professors and/or students. Several of these findings

included: students using an annotation of text application on the

iPad scored 25% higher on questions involving transferring

learning; the iPad increased student engagement in learning;

students expected to use the e-reader function with 75% agree-

ing that the iPad enhanced their learning; and, the iPad was

somewhat distracting in large classes (Staff Writers, 2012).

J. WAKEFIELD, D. SMITH

Developing a Framework

A framework for the study of mobile learning was adapted

from Sharples, Taylor, and Vavoula (2005) who proposed re-

search based on the following questions as criteria:

1) Is it significantly different from current theories of class-

room learning?

2) Does it account for the mobility of learners?

3) Does it cover both formal and informal learning?

4) Does it theorize learning as a constructive and social proc-

ess?

Why as educators should we be interested in the idea of mo-

bile technology integration, and what makes it different from

other types of technology integration? In this paper, mobile

learning is defined as the ability to learn anywhere at any time

mediated by mobile devices, such as iPads (Traxler, 2009).

Evolving research has identified several opportunities and ad-

vantages allotted through mobile learning devices such as:

1) Improving social interaction (Pachler et al., 2010);

2) Encouraging collaborative learning (George & Serna, 2010);

3) Enabling personalized learning (Pachler et al., 2010);

4) Other evolving and important areas of research including

learning in and out of classrooms, allowing for individuali-

zation of instruction and meaningful learning.

Consistent with the advances in technology are the changes

in teaching and learning across the entire educational spectrum,

from early childhood to adulthood. With students having access

to more and more complex technologies when they enter col-

lege, the very nature of being a student is changing. Students

expect to be able to access the world with their fingertips and to

find information as quickly as possible. Thus, the days of the

paper and pencil classroom are coming to an end, and the na-

ture of teaching and learning is transitioning formally and in-

formally to virtual resources. According to Murray and Olcese

(2011), the 21st century student will need technology skills to

be motivated and competitive in the future as well as able to

collaborate in ways that take advantage of the iPad hardware

and operating system capabilities in order to support 21st cen-

tury skills. The shift from learning information in schools to

finding and evaluating information independently will help

prepare learners for an ever-changing future.

It is not only the learners who expect change, but teachers as

well. Teacher capabilities are changing and they are becoming

increasingly reliant on technology in organizing and delivering

relevant instruction. Teachers at all levels use the Internet daily

to enhance their instruction. Because of this, the expectations

placed on teachers for technology integration have greatly in-

creased. However, many teacher preparation programs have not

adequately embraced the incorporation of technology in train-

ing programs, and in many instances, are struggling to keep up

with the pace of advancing technologies (Morrison & Jeffs,

2005; Lee & Hollebrands, 2008).

Although technology allows access to important materials,

supports collaborative learning environments, and allows for

differentiated instruction, it is does not come without its disad-

vantages and tensions. This is a problem because mobile tech-

nology integration is no longer a question of if we should but

how we should. Twenty-first century learners easily adapt to

constantly evolving technology. Rosen, Carrier, & Cheever

(2010) posit that teachers should work towards meaningful

incorporation of technology in an educational setting to ensure

that their students are engaged in the learning process. Teachers

should not question the validity of mobile technology because

mobile devices are ubiquitous and a part of their students’ daily

lives. Rather, according to Rosen et al. (2010), teachers should

ask: how can we successfully incorporate technology into the

learning environment?

Teacher preparation programs face the challenge of prepar-

ing teachers to implement mobile technology in their class-

rooms. If teachers are expected to utilize these new types of

technologies, they must learn how to do so during their teacher

preparation programs. Almost a decade ago, Young and Bush

(2004) noted, “in order to cultivate the kind of technology

literacy in our students called for by leaders in the field, it must

simultaneously be cultivated in our teachers” (p. 1). With

rapidly changing mobile technology, how is it possible to

adequately prepare teachers to use new technologies? How do

school districts, universities and educators find the appropriate

balance between mobile learning and the traditional, effective

classroom experience?

Applying Mobile Learning in an Undergraduate

Classroom

Context for the Study

An opportunity emerged to explore the possibilities and im-

pact of mobile learning through the rapid development of the

iPad. This study was conducted during the fall of 2011 at a

major research institution in an undergraduate face-to-face

course entitled Multicultural Education. An Institutional Re-

view Board Proposal was approved for this study. One of the

researchers taught a section in which the students were pro-

vided with iPads to use throughout the semester in and out of

class. The iPads were issued to the students in August to be

used not only in the Multicultural Education course, but stu-

dents were also encouraged to use the devices in all of their

courses throughout the fall and spring semesters. The popula-

tion consisted of 17 undergraduate students studying teacher

education. The goals of Multicultural Education were to de-

velop and increase student background knowledge of multicul-

turalism and education and to provide insights into the cultural,

historical, and philosophical foundations of education in a mul-

ticultural society.

Data Collection and Analysis

For this research, we used a case study approach (Hofer &

Swan, 2006). This approach allowed us to closely examine the

use of the iPads, the professor’s and students’ perceptions and

their interactions with each other. The professor and his stu-

dents were informally interviewed and observed during class

throughout the semester and formal interviews were conducted

with three students at the conclusion of the course. In addition,

lesson plans, surveys, and student artifacts were collected and

analyzed.

Because future teachers will be expected to implement the

same type or different technology in their own classrooms, we

desired a deeper understanding of how mobile devices can be

effectively integrated into a teacher preparation course by both

the professor and students. All students used the same technol-

ogy; therefore, everyone had the same opportunities and ad-

vantages for learning and accessing resources. We also wanted

to understand how an instructor approached this type of learn-

ing environment and what motivated the professor to create a

mobile technology-integrated classroom.

644

J. WAKEFIELD, D. SMITH

New questions evolved during this study related to how stu-

dents interacted with one another while the iPads were being

used. Did the students prefer this technology-integrated course

to their other courses? What challenges did they face through-

out the semester? Did they perceive the professor and the

course to be a successful and meaningful experience? These

questions were answered through interviews and an end-of-

course survey.

Expectations for Technology Integration

As mobile learning is learning anywhere at any time, the

iPads served as a tool to facilitate learning in a face-to-face and

virtual context. The course was organized in the Blackboard

Learning Management System (Blackboard, Inc. (n.d)) with

each week’s assignments referencing internet resources includ-

ing articles, videos, and other interactive materials. T he profes-

sor expected that the iPads would be used in and out of class as

a tool to find, evaluate, and use information related to critical

topics. He wanted to create a learning environment in which his

students were challenged to search for information on the

Internet, critically decide if the information was valuable, and

when and if it should be applied to topics and issues relative to

course objectives. The students also used the iPads to watch

videos and conduct searches relevant to the experiential learn-

ing activities (i.e., simulations of real world scenarios, debates,

and group projects).

The students were not instructed in how to use the iPads with

various applications or functionality. Rather, they were en-

couraged to explore the possibilities of using the iPads with

various assignments related to making videos, photographs,

finding virtual artifacts, collaborations, and communications.

Students collaborated and shared ideas about various applica-

tions and the use of the iPads in a natural and non-competitive

atmosphere.

The major goal of the iPad implementation was to shift from

the traditional teacher-centered environment to the student-

centered collaboration model for learning. A key component of

this study included the professor’s desire to create and explore

an all-inclusive classroom: teacher + student + technology. One

of the observed characteristics of this class was that students

could use their iPads at any time during the class to access in-

formation and to communicate with each other and the profes-

sor.

This experimental class was remarkably different from other

sections of this course as well as all other teacher education

courses offered during the fall semester: no paper, handouts, or

direct lecture. Rather than teaching through the teacher-up-front

model, the professor served primarily as a facilitator. He guided

students as to what they should learn, how they should learn it,

how they should apply it, and how he would assess them. Mo-

bile devices appeared to inherently lend themselves to this type

of learning environment as they encouraged the utilization of

all electronic materials and problem-solving skills. The iPads

also allowed for student mobility and a wider range of collabo-

rations: students were constantly moving about and sharing

with others within the classroom itself, and they were also able

to learn and access course materials outside of class and to

share access to resources with classmates through email, Twit-

ter, and face-to-face iPad application. Formal and informal

learning also occurred: students were provided with pertinent

information through Blackboard Management System on mul-

ticultural education and provided with class time to engage in

collaborative group activities in learning major concepts. These

constructivist activities, facilitated by the iPads, “enabled im-

mersive experiences” (Traxler, 2009: p. 8).

Some similarities did remain between traditional classrooms

and the new mobile learning classroom. The similarities in-

cluded formal and informal assessments, specific content,

problem-solving teaching methodology, and the presence of the

teacher. The content does not necessarily change when tech-

nology is used, but rather the delivery and learning methodolo-

gies change. Another similarity was the presence of the teache r

in a technology-implemented classroom. Technology appeared

to change the role of the teacher to include more facilitation and

coaching during learning, but the teacher still played an impor-

tant role. The professor encouraged his students to maintain the

balance between mobile technology implementation and tradi-

tional teaching methods by including activities that utilized the

iPads and activities that did not.

Findings and Analysis

We conducted three classroom observations during the se-

mester each lasting 75 minutes documenting the profess or’s and

students’ behaviors. Additionally, we conducted biweekly in-

terviews with the professor who referenced journal notes during

the process. At the conclusion of the semester, we conducted

extended interviews with three students and reviewed com-

ments on the final course evaluations. Our findings demon-

strated simi la r comments from the observa tions, int ervie ws, and

written comments and provide evidence of consistency of the

findings. In this section, we explore the results of the classroom

observations as well as how the instructor and his students per-

ceived the implementati o n of the iPads.

Observations

During the observations, we found that all of the students had

their iPads out before, during, and after class. Students explored

new apps or did last minute preparation for the class. In addi-

tion, students used their iPads when the professor asked them to

define unfamiliar topics and search for court cases and exam-

ples that supported their class discussions and debates. After

finding examples independently, they would then share their

findings with each other and eventually share their results with

the entire class. Throughout the semester, it was apparent that

the iPads and the professor supported a collaborative learning

environment. Consequently, the students appeared to be com-

fortable using their mobile devices in this manner.

The professor projected his iPad onto a large screen to re-

view students’ article postings and reflections. He also used

various applications throughout the class to convey aspects of a

lesson and to introduce students to the functionality of the iPad.

He continuously encouraged his students to use their iPads

throughout all aspects of the class for problem-solving. Because

of the iPad integration, the students could find, evaluate and use

information for problem-solving during class. The instructor

facilitated experiential learning with assignments that were

enhanced with access to the iPads. One of the assignments re-

quired students to conduct a video interview of a person from

another culture and show it in class. These experiences created

a learning in-context classroom for students to apply knowledge

to their activiti e s and clarif y concepts they did not understand.

J. WAKEFIELD, D. SMITH

Interestingly, the students appeared more comfortable and

confident in verbally participating and sharing their ideas with

the class when they had access to their iPads. During one ob-

servation, the students were asked to put up their iPads as the

professor wanted everyone’s attention up-front. After playing

music and lyrics related to topics being discussed, he asked

students to answer his questions related to the presentation. The

students seemed hesitant at first. It appeared that when they

could not access their iPads to support their answers, they were

less willing to be active participants. One student stated, “I

became increasingly reliant on the iPad to answer questions in

class.” This reinforced the idea of a new breed of student who

increasingly relies on instantaneous access to technology.

Interviews

Professor

We interviewed the professor of the course during biweekly

interviews each lasting approximately 60 minutes. Table 1

displays the questions we asked during the professor inter-

views.

The professor of this Multicultural Education course was de-

termined to successfully integrate the iPad technology into the

classroom. When asked what his goals were for this course, he

stated: “I want to see everyone working with the technology at

the same time.” In August, he provided the 17 students with

their own iPads. He passed them out with the disclaimer that

the students would need to return the iPads at the conclusion of

the spring 2012 semester. He was excited by such student

comments as, “I can’t believe we have to give these up… we

will want to keep them!” and “I never thought I would enjoy

coming to an eight o’clock class!”

The professor’s expectations for his students included: stu-

dents would access the iPads both in and outside of the class-

room; students would be responsible for readings and watching

educational videos outside of class so that they would be pre-

pared to discuss, participate, and problem-solve during class.

In the early stages of the semester, the professor noted that he

found himself going through an adjustment period. Multiple

students approached him with the concern, “Are we meeting

your expectations?” He stated that the students appeared to be

uncomfortable with this problem-solving model as they fre-

quently questioned what his expectations were for them. In

addition, throughout the semester, he experienced unexpected

complexities of integrating the iPads. At times the students

became distracted by the devices, leading to the professor’s

occasional request that the devices be put away. He discovered

that the balance in this transitional classroom was to allow the

students to struggle in order to increase their problem-solving

abilities. Students collaborated freely with other students to

Table 1.

Professor interview questions.

 How did you use the technology in class?

 What challe nges did you experience in this type of setting?

 What were your goals for your st udents using t he iPad to find, evaluate

and use information in class?

 Do you think the iPad is beneficial to a collaborative group

environment?

 How do you think your students’ problem - so lv ing skills were impacted

by the iPads ?

 What affect did the use of t echnology have on you as the in st ructor?

complete their assignments. At the same time, he acknowledged

that students needed more feedback from him and more specific

instructions as they relied on him as the facilitator.

Student Interviews

Table 2 demonstrates the questions we asked the students

during the extended interviews. We interviewed three randomly

selected students from the class, and each interview lasted ap-

proximately 30 - 45 minutes.

In the extended interview with “Marcy,” we were provided

with insights from one of the students. Marcy was a 19 year old

undergraduate student who desired to eventually teach at the

early childhood level. She was positive about the class experi-

ence and believed that iPad technology allowed many expanded

learning opportunities for students and teachers. Marcy stated

that “The iPad allowed me to connect to the world, family,

friends, and classmates during the fall semester. If we had not

had an iPad, we would not have been able to have these unique

learning experiences.” Marcy stated that one of the biggest

advantages of every student having his/her own iPad during the

semester was that it created an equal playing field: “Because we

all were given the same technology, we were all able to experi-

ence things at the same time. We all looked up information

together.” All students had access to the same information at

the same time. Rather than one or two students having an iPad

and the rest having laptops or paper and pen, all students were

granted equitable learning opportunities. Marcy also stated that

the environment the professor created with the iPads was chal-

lenging but built on her problem-solving skills. “When I was in

high school, I never had to think for myself. My teachers would

answer any questions I had. [The professor] didn’t do this. He

made us think for ourselves” and find the answers to our ques-

tions with research through a variety of resources. Marcy hoped

that she would have another opportunity like the one she was

given in the fall 2011 semester. She thought it was important

that more teachers and professors incorporate technology into

their classrooms. Marcy believed that this was where the class-

room was headed: completely paperless and c o mpletely mobile .

“Elaine,” also 19 and an early childhood major, stated that

the iPads exposed her and her classmates to controversial real

world problems. By accessing information on unfamiliar con-

cepts and stepping out of her comfort zone, Elaine was able to

increase her problem-solving skills during this class. When

asked about the professor’s expectations for the course and for

iPad integration, Elaine stated that the professor “had really

high expectations for us. We were able to live up to his expecta-

tions, though.” Elaine also noted that the professor created a

class that was unique: “He doesn’t just lecture and give us

PowerPoint slides.” Rather, the class was interactive, experien-

Table 2.

Student interview questions.

 How did you use the technology in class?

 What challe nges did you experience in this type of setting?

 How did you use the iPad to find, evaluate and use inform ation in

class?

 Do you think the iPad is beneficial to a collaborative group

environment?

 How do you think your problem-solving skills w ere impacted by the

iPads?

 What affect did the use of technology have on the instructor?

646

J. WAKEFIELD, D. SMITH

tial and interesting to Elaine and her peers. They were able to

engage in in-depth discussions because they could all access

information on their iPads. For Elaine, there was never a boring

moment in this seemingly unstructured course. She stated that

she was able to take the problem-solving skills (and iPad) and

synthesize them into her other courses to clarify unfamiliar

concepts.

“John,” a 19 year old student and a future teacher, also ex-

perienced the positive effects of this iPad classroom. Although

he and his classmates struggled a bit with a less structured class

and unclear expectations, they succeeded in becoming better

problem-solvers because the professor did not provide them

with explicit answers. He stated, “We used our iPads to re-

search topics, analyze information about that topic, and then

use what we learned in our group videos and writing assign-

ments.” John understood that the professor was trying to do

something new and unique with the iPads. John called this

classroom a “powerful idea… and a liberating experience.” He

said he discovered the following through the use of these mo-

bile devices:

1) iPads are tools with which learning is enhanced.

2) The iPads allowed students to be confident in sharing their

ideas without being judged by others.

3) iPads created a communi ty of learners.

John used his iPad outside of class to find information,

search the Web, and communicate with his classmates using

Facetime. Just as Elaine did, John indicated he was able to

transfer skills from this class to his other courses.

Tensions

Reliance on the use of iPads as a primary teaching and

learning tool created some tensions for both the instructor and

the students at times throughout the course. Although this was

an innovative classroom in which technology was integrated,

the students still heavily relied on the instructor for feedback. In

addition, neither the students nor instructor knew exactly what

to expect in a technology-implemented course.

Marcy, Elaine, and John all provided descriptions of the ten-

sions they experienced during the course. They all admitted that

the iPads could be a distraction when being used in class (like

cell phones can be), but as long as the instructor set expecta-

tions for when and how they should be used and was observant

of how his students were using the iPads, the devices did not

take away from the class. John stated that if students have the

“discipline to be professional in class,” then the iPads did not

detract from learning. The students also agreed that the iPads

enhanced their problem-solving skills, but at the same time,

created some discomfort. Students were required to solve prob-

lems on their own with the help of iPads, something that was

unfamiliar to many of the students. They were encouraged not

to rely on the professor to provide answers that they themselves

could answer if they searched for it online. Marcy, a self-pro-

claimed “expert problem-solver,” said that this was uncomfort-

able for her and her classmates because their high school teach-

ers had never required as much independence from them.

Elaine felt that throughout the semester, all of the students in-

creasingly relied on their iPads, so when they were not being

used, the class did not seem as engaging. John also stated that

even though the expectation for cumulative group activities was

to use the iPads to present their projects, some students resisted

using the iPads. In general, however, most of the students ap-

peared to enjoy the positive learning environment created by

the professor and were able to work through their discomforts

quickly.

The experiment in transitioning to mobile learning indicates

that this type of environment is a “change” for everyone, and

neither instructor nor students completely understood the im-

plications of integrating technology at this level. This again

demonstrated the importance of continuing to conduct large-

scale mobile learning research to determine how mobile devices

could be best incorporated into teacher preparation programs.

In addition, there is a need for deeper understanding of the most

successful ways to implement this technology into university

classrooms.

Conclusion

The final examination for this course captured many of the

innovative aspects of the class and highlighted some of the

more significant attributes of integrating technology into the

college classroom. Students had to identify a strategy to con-

vince a school and community of the importance of incorporat-

ing more diversity in the curriculum. The question required

them to generate at least three alternatives and select the best

response with supportive reasoning. Students were given this

problem three weeks before it was due. They continued to raise

questions during class meetings about the professor’s expecta-

tions for the respective responses and were reluctant to rely on

their ability to complete the assignment without specific criteria

for how to achieve an A grade. The professor noted that the

ambiguity was purposeful in creating and stimulating prob-

lem-solving in order for the students to use their iPads to fully

explore possible answers. Students collaborated with each other

and explored a multitude of possibilities in the interim. Ac-

cording to the professor, due to the high level of collaboration,

students’ demonstrated a deeper understanding of multicultur-

alism in their final course assignment as evidenced by their

examples noting the importance of multiple viewpoints and

positive contributions of people from diverse backgrounds.

Most importantly, their communication through the use of their

iPads exposed them to a number of solutions and critical

evaluations for this problem. He believed that compared to

previous classes, the students demonstrated more systematic

skills in their approaches to problem-solving, collaborative

learning, and finding critical information on the Internet.

The end of semester Personalized Instructor/Course Ap-

praisal System (PICA) survey allowed anony mous insights into

the students’ perceptions of this course. The results of the PICA

were made available after course grades were posted in the

registrar’s office as per university policy. The students rated

this course and the instructor highly. Of the 16 students who

completed the survey, 87.5% “strongly agreed” that they “had

the opportunity to engage in new learning experiences in this

class.” Expanded comments for this section included: “Yes! We

got to use iPads throughout the course;” “Lots of new ways of

learning;” “We were given iPads and that was a new learning

experience that I really enjoyed and did a lot of things with that

device.” Regarding, teacher effectiveness, 75% of students

“strongly agreed” that the professor was effective. In the

open-ended portion of this survey question, students provided

the following statements: “[The professor] encouraged discus-

sion and the students’ learning from one another and to be

independent from the teacher, so we had to figure out a lot of

J. WAKEFIELD, D. SMITH

648

things on our own. He didn’t just hand us the information;” “I

learned a lot about expanding my way of thinking and creativ-

ity. Different points of view were very mind opening;” and,

“[The professor] was wonderful! His class was very engaging.”

The survey statement “my learning was enhanced by the use of

educational materials in this course (i.e., textbooks, media,

handouts, films, Webboard, technology, and PowerPoint) indi-

cated that 68.8% of the 16 participants “strongly agreed.” The

open-ended comments included: “We used iPads which helped

so much! Instead of pulling out a huge laptop;” “iPads! The use

of new technologies was very useful in learning new things

very quickly and accessing new information that is not widely

available in a normal lecture style class;” “The iPad given to us

at the beginning of the year has really increased my interest in

this class. I found myself wanting to complete assignments with

ease. I had a blast taking this course;” and, “As we had iPads,

each of us had the opportunity to find information on the Web

and shared it with the class.” Only 37.5% “strongly agreed” that

they received timely and informative feedback on the course

assessments. One student stated, “Sometimes very confused

about dates and expectations.” This supports the observations

and interviews that suggested the students were uncomfortable

with the lack of constant and instantaneous feedback.

The goals of this Multicultural Education course (increase

student background knowledge of multiculturalism and educa-

tion, and to provide insights into the cultural, historical, and

philosophical foundations of education in a multicultural soci-

ety) were achieved through the utilization of the iPads. The

professor was able to successfully implement the iPads into a

university level course. Instead of the traditional paper-based

classroom, this transitional classroom was paperless, focused

on problem-solving, and emphasized teacher and student col-

laboration rather than the all-knowing professor. Because of the

positive and collaborative environment that the professor cre-

ated, the students responded positively and acknowledged this

course as meaningful, engaging, and challenging.

Implications

The solutions to the challenges of mobile technology integra-

tion into all levels of classroom teaching and learning are com-

plex. The one definite is that mobile technology is ubiquitous

and will continue to change both teachers and learners as it is

implemented in classrooms. Meeting the challenges will require

more large-scale research to determine the effects of mobile

learning on student outcomes. This will allow educators insight

into how exactly technology should be used which will affect

what technology will be purchased by school districts and uni-

versities and in what quantity. The face of research might also

need a facelift. Mobile learning research must be more readily

available for educators so that they know the best uses of mo-

bile devices, and teachers and students must become better

problem-solvers as the applications to educational learning

rapidly multiply and change. Universities must also make the

commitment to technology integration and must keep it on a

level playing field so that all teachers and students are provided

with equal teaching and learn ing opportunities.

With each technological innovation are questions about if it

is better than what was previously used or currently exists and

how we as educators should integrate each new innovation into

he classroom (Vratulis, Clarke, Hoban, & Erickson, 2012).

Historically, educators have relied on research-based instruc-

tion to guide the direction of learning. However, with ever-

evolving technology, it is difficult to rely on the slower accu-

mulation of research. Educators must become experiential re-

searchers who constantly search for answers, evolve their in-

struction and become adaptable to the constantly evolving mo-

bile technology. The idea of mobile learning and the ability to

equalize learning experiences have significant implications for

the future of teaching and learning. If the adage, “teachers teach

the way they’ve been taught” has any traction in teacher prepa-

ration programs, then more research related to mobile learning

will facilitate the advancement of using technology in teaching

and learning. As the study demonstrated, there are multiple

points of “tension” for both teachers and learners as educators

navigate the changes from Socrates to satellites.

REFERENCES

Blackboard, Inc. (n.d.). URL (last checked 12 March 2012).

http://www.blackboard.com/us/index.aspx.

George, S., & Serna, A. (2010). Introducing mobility in serious games:

Enhancing situated and collaborative learning. In J. Jacko (Ed.),

Human-computer interaction: Users and applications. New York:

Springer Science and Bu siness Media.

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and

practice. London: S ag e .

Hofer, M., & Swan, K. (2006). Technological pedagogical content

knowledge in action: A case study of a middle school digitial docu-

mentary project. Journal of Research on Technology in Education,

41, 179-200.

Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics

with technology: An integrated approach to developing technological

pedagogical content knowledge. Contemporary Issues in Technology

and Teacher Education, 8.

http://www.citejournal.org/vol8/iss4/mathematics/article1.cfm

Morrison, F., & Jeffs, T. (2005). Outcomes of preservice teacher’s

technology use. Assistive Technology Outcomes and Benefits, 2, 1-8.

Murray, O., & Olcese, N. (2011). Teaching and learning with iPads,

ready or not? TechTrends, 5 5, 42-48.

doi:10.1007/s11528-011-0540-6

Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: Struc-

tures, agency, practices. New York: Springer Science and Business

Media.

Potter, N. (2012). Apple to remake textbooks, inspired by Steve Jobs.

abcNEWS. URL (last checked 20 J a n u a ry 2012).

http://abcnews.go.c om/blogs/technology/2012/01/apple-to-remake-te

xtbooks-project-begun-by-steve-jobs/

Rosen, L., Carrier, L., & Cheever, N. (2010). An explosion of WMDs:

Wireless mobile devices. Rewired: Understanding the iGeneration

and the way they learn. New York: Palgrave Macmillan.

Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of

mobile learning. Birmingham: Universit y of Birmingham.

Staff Writers (2012). 18 enlightening iPad experiments in education

[Web log post]. URL (l ast checke d 8 February 2012).

http://www.onlineuniversities.com/18-enlighteni-ipad-experiments-i

n-education

Traxler, J. (2009). The evolution of mobile learning. In R. Guy (Ed.),

The evolution of mobile teaching and learning (pp. 1-14). Santa Rosa,

CA: Informing Science Press.

Vratulis, V., Clarke, T., Hoban, G., & Erickson, G. (2012). Additive

and disruptive pedagogies: The use of slowmation as an example of

digital technology integration. Teaching and Teacher Education, 27,

1179-1188. doi:10.1016/j.tate.2011.06.004

Young, C., & Bush, J. (2004). Teaching the English language arts with

technology: A critical approach and pedagogical framework. Con-

temporary Issues in Tec hnology and Teacher Educ a ti on, 4, 1-22.