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Student Engagement 1:1 Tablet Computer

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Student Engagement 1:1 Tablet Computer 1 STUDENT ENGAGEMENT WITH 1:1 TABLET COMPUTER-BASED TEACHING IN THE SECONDARY ENGLISH, HISTORY, AND MATHEMATICS CLASSROOMS: MULTIPLE CASE STUDIES OF A PROGRAM IMPLEMENTATION A dissertation presented by Ugur Kocak to !The School of Education In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Education College of Professional Studies Northeastern University Boston, Massachusetts July 2015 2 Copyright 2015 Ugur Kocak 3 Abstract The use of 1:1 tablet computer-based teaching is a rapidly increasing trend in education that calls for urgent examination, because such a fundamental change in teaching deeply impacts student learning and school budgets. The purpose of this study was to examine how 1:1 tablet computer- based teaching helps or hinders students’ procedural engagement in learning in English, mathematics and history classrooms at a high school. The study employed a qualitative case study method to collect data about this new pedagogical approach without changing existing classroom settings. In these classrooms, the students were expected to take notes on tablets, work on digital copies of practice worksheets, and read text from electronic textbooks. The study found that a large portion of the student population, varying somewhat among subject areas , utilized tablet computers for non-educational purposes during instructional time and teachers were unable to identify such misuse of tablets. The results also reveal that most students would like to continue learning with 1:1 tablet computers because of the tablet computers’ affordances, such as the ability to access multiple resources anytime, anywhere; organize learning materials; and track assignment submissions and grades. In conclusion, along with the various affordances that tablet computers offer for teaching, they divert a large portion of the students’ procedural engagement in the English, mathematics, and history classrooms. Recommendations for practice address the need for educators to look for alternative ways to more productively use tablet computers in teaching, rather than the current manner and utilizing tablet computers for interactive or student centered lessons to improve students’ procedural engagement. This can be achieved by providing teachers adequate training and time to prepare productive tablet computer- based lessons. In addition, integrating a software program that allows the teachers to control and monitor the students’ tablet computers is so crucial to prevent tablet-driven distractions. Last an 4 experienced technical support team needs to be available to promptly address technical problems that the teachers or students experience. This will encourage the teachers to prepare lessons relying on tablet computers. Keywords: iPad, engagement, learning, teaching, tablet computer 5 Acknowledgements First and foremost, I extend my gratitude to my advisor, Dr. Carol Young, who guided my thesis from day one with great patience and knowledge. I attribute this successful study to her timely, productive, and encouraging feedback. She allowed me to work at my own pace and never put me down, even if the initial outcomes of assignments were too short for her expectations. She was always accessible whenever I needed guidance. I would like to thank to my first second reader, Dr. Billy Sankofa Waters and my second reader, Dr. Kelly Conn, for their supportive and productive feedback, too. In addition, I would like to thank Professor Acar for taking time out from his busy schedule to serve as my outside reader. I also deeply thank to the Assistant Principal of the research field school. He was a supportive liaison to the school. A special thanks goes to my life-long supporter and mother, Zade Kocak, and my father, Niyazi Kocak, for their moral and emotional support. They sincerely, verbally and emotionally, encouraged me to stick with this challenging task. I always felt my mother’s prayers, and I became motivated whenever I thought of my parents excitedly and patiently awaiting the day of my graduation, so they could be proud of their child. I won’t forget my 74-years-old father’s offer of financial support, despite his limited budget: “Let me know if you are in need of money. I am here for you like a mountain to lean on.” Finally, I would like to thank my wife and two little princesses for patiently accepting my apologies for not participating in family activities during my course of study. My wife filled in for me in many circumstances. I missed a number of events involving the princesses and repeatedly postponed meetings with them or neglected to fulfill their natural expectations of a father. They patiently and respectfully accepted my excuses and apologies. 6 Table of Contents Abstract ........................................................................................................................................... 3 Acknowledgements ......................................................................................................................... 5 Table of Contents ............................................................................................................................ 6 List of Tables ................................................................................................................................ 12 Table of Figures ............................................................................................................................ 15 Chapter 1: Introduction ................................................................................................................. 16 Research Problem Statement .................................................................................................... 16 Justification of the Research Problem ....................................................................................... 17 Deficiencies in the Evidence ................................................................................................. 18 Significance of the Research Problem ...................................................................................... 21 Position Statement .................................................................................................................... 22 Purpose of Study ....................................................................................................................... 23 Research Questions ................................................................................................................... 24 Activity Engagement Theory (AET) ........................................................................................ 24 Theoretical Roots .................................................................................................................. 25 The Activity Identification Process ...................................................................................... 27 Multiple Activity Identification ............................................................................................ 28 Summary of AET .................................................................................................................. 29 Definition of Terms ................................................................................................................... 31 Chapter 2: Review of Selected Literature ..................................................................................... 32 7 The Past, Present and Future of Mobile Computer-Based Teaching ........................................ 33 Past ........................................................................................................................................ 33 Present ................................................................................................................................... 35 Future .................................................................................................................................... 36 Section Summary .................................................................................................................. 37 Driving Factors of 1:1 Tablet Integration ................................................................................. 38 21st Century Demand ........................................................................................................... 38 Learning Takes Place Anywhere, Anytime .......................................................................... 39 Differentiation of Instruction ................................................................................................ 40 Communication and Collaboration ....................................................................................... 42 Affordability ......................................................................................................................... 43 Section Summary .................................................................................................................. 43 Engaging Students in Learning ................................................................................................. 44 Digital Collaboration ............................................................................................................ 44 Rapid Feedback ..................................................................................................................... 45 Multiple Learning Modalities ............................................................................................... 46
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