How do pupils use ICT devices to support and enhance their learning?. Issue 2 (27th May 2014)

• Record Type: Journal Article
• Authors: Reeve, James
• Is Part Of: International journal for lesson and learning studies. Volume 3:Issue 2(2014)
• Page Start: 150
• Page End: 151
• Publication Date: 2014-05-27
• Subjects: Digital natives -- ICT devices; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-09-2013-0052
• Languages: English
• ISSNs: 2046-8253

Abstract

Abstract : Purpose: – The purpose of this small-scale study is to investigate ways in which pupils at the target school use tools such a mobile phones and tablets to enhance their learning. The research focused on three questions: first, what ICT devices do pupils use during lessons? Second, how are such devices used in different curriculum areas? Third, what are the benefits and limitations of their use? Design/methodology/approach: – Mixed method approach yielding both quantitative and qualitative data. Quota sampling was used to select ten pupils – two from each year group and five teachers – across a range of curriculum areas – to complete a questionnaire. On the basis of these responses semi-structured focus groups were held with the five teachers and five of the pupils. The pupils were selected on the basis of their use of ICT devices in lessons. Findings: – It was found that ICT devices play an important role in pupils' learning if they are used appropriately. Specifically their use helps promote independent learning, provides pupils with immediate feedback and gives easy access to information. Both pupils and staff recognised the importance of developing key ICT skills for further education or employment. Research limitations/implications: – The sample size was small and the teachers involved in the study were generally early career practitioners. This made it difficult to generalise the findings. The research also found some discrepancies between the pupils' and the teachers' responses which warrants further investigation. Practical implications: – Two curriculum areas were identified as making regular use of ICT devices in lessons. The school would like to investigate how these devices are utilised with a view to sharing good practice across the wider school. Originality/value: – Many studies of ICT device use in classrooms has been based in the Far East. There is limited research in UK schools.