Apertura

Vol. 8, Núm. 2 / octubre 2016 – marzo 2017 / ISSN 2007-1094

 

Integration of digital tablets as mediating

tools in learning processes

 

Claudia Sahagún Jiménez[1]

Susana Ramírez García[2]

Felipe Jesús Monroy Iniguez[3]

 

Abstract

In this article we present the results of a study on how digital tablets are implemented as mediating tools in basic education to promote the construction of meaningful learning and the development of collaborative skills. The research was methodologically designed as an intrinsic case study focused on the work of students in fourth grade in the Centro Educativo Monarca, a private school located in Zamora, Michoacán. Direct observation, document analysis and analysis of apps in digital tablets were used as instruments for data collection, allowing a reflection on the knowledge construction process and its challenges, and teacher intervention as manager of the learning environment.

The results show that the use of tablets, through their applications, drives a real approach to knowledge and to the ability to create and share knowledge, expanding access routes to information and allowing the organization and communication of what is learned. The document addresses to possible courses of action to further explore digital content developed by students in relation to the development of creative and critical thinking skills.

 

Keywords: Basic education; meaningful learning; collaborative learning; Educational technology; Mobile learning; M-learning

 

 

INTRODUCCIÓN

 

This research arises from the need of studying the possibilities to enhance the learning of students at the primary level through the use of digital tablets. The interest resided in analyzing whether the use of these devices could make the learning environments more flexible, and generate opportunities for the students to construct and reconstruct knowledge and share it in a creative manner, by improving their collaborative skills and the ability of learning how to learn.

 

Centro Educativo Monarca was the institution where the study was carried out, as it considers that each year that passes the demotivation, apathy and lack of commitment of the elementary students towards school activities is more evident. Also, these same students show digital skills that could be used in favor of learning. They are able to search for relevant information, develop creative products in different audio, text and video formats, and they spontaneously make use of digital resources and multimedia games. They do all this apart from the requirements and formal academic spaces; that is, during recess and when they have the opportunity to do presentations freely.

 

The use of digital tablets was incorporated in the institution during the 2012-2013 school cycle without a specific proposal. Since then, teachers have had the opportunity to request a set of tablets for the entire group when they so require, and they have six of these devices in a permanent manner in their classrooms. In this sense, tablets are a part of the work instruments of the group, as well as books for consult, specific material, work guides, maps, etc.

 

Since the 2015-2016 school cycle, the headmaster’s office asked the teachers to intentionally include the use of digital tablets in the work guides of the geography area during the period denominated “Personal work”. The objective was for the students to approach the knowledge of geographical space in a real and authentic manner and for them to do specific tasks to organize and communicate their learning. Regarding practices, the students would have access to the tablets when the work instructions suggested so within a class time in which each student would be able to elaborate an individual work plan according to their own planning and pace.

 

In this context, we carried out the research, which sought to answer the question of: in which manner is the use of digital tablets favoring collaborative and significant learning in basic education students in the Centro Educativo Monarca?

 

This article comprises five sections: theoretical framework, methodology, results, conclusions and recommendations for future studies. It offers findings and reflections on the way in which digital tablets help students learn in an independent manner and to do tasks and activities that motivate and engage them in said tasks. It also points out the relevance of the participation of the teacher in the creation and organization of the right environment through instructional design.

 

 

THEORETICAL FRAMEWORK

 

Elementary school, in general does not escape the implications of living in the society of knowledge. Children are digital natives (Prensky, 2001, cited in Rea, 2014) with skills in the use of computing resources and motivated to explore, know and entertain themselves with technological devices at anytime and anywhere. However, there is little clarity on the multiple possibilities that the tools, such as digital tablets, offer to expand the learning experiences in a schooling context.

 

The addition of new technologies or software to an archaic education system is not a solution. Due to this, it is fundamental to answer questions such as: what to learn? How to learn? Where to learn and what to learn with? When to learn? Learn with whom? And how to know what has been learned? So that the school and the professor are able to integrate proposals and technological tools that are able to enhance educational practices and learning processes.

 

What to learn?

 

Learn to develop skills, defined as “the ability that an individual possesses to internally mobilize a set of resources—knowledge, skills, schemes, automatisms, abilities, ‘know-how’s’ of different types (Luengon, Luzón and Torres, 2008, p.5)—in order to efficiently solve situations and problems. This approach comprises the vision to develop in the students their ability to learn how to know, learn to do, learn to relate and live with others, learn to be and to transcend (Campos, 2014). This is about the integral formation of a person, within educational collaborative scenarios that articulate the social, the economic, the political, the cultural, art, science and technology (Tobón, Pimienta y García, 2010).

 

Learn to apply new knowledge in the practice; question and reason; the management of time, information and possibilities of communication; teamwork; the solving of problems and the celebration of the enjoyment to construct knowledge (Longworth, 1999). Learn how to discuss in collaborative contexts; to present meaning; to give explanations; to review erroneous conceptions; and to confirm ideas and thoughts in a context of respect and shared sense. Suresh and Al-Khafaji (2009) acknowledge that in order to make profound learning happen it is essential to facilitate the comprehension process through critical reflection and discourse.

 

Learn to work with autonomy, responsibility and control on learning, and make substantial use of the conceptual and material resources associated with media and digital literacy (Cabello, 2012). It is about learning to create oneself and solving practical and not only theoretical problems, to know how to manage emotions and develop the skills to innovate and invent.

 

How to learn?

 

Learn from different sources and interactions with pairs, experts and scholars, to solve immediate needs and respond to objectives and self-motivation (Burbules, 2012). Learn by acknowledging in your own experience, the referents of knowledge that are proposed and incorporating them in previous cognitive structures; acting on certain learning objects, relating them with the environment, with your own interests and needs (Belloch, 2012). Learn by keeping connections; empathizing and making contact with the other people; acknowledging and making the most out of existing relations between one learning and another.

 

Learn by integrating technologies, acknowledging the relevance that they have as mediating tools in the construction of skills and knowledge; as resources that facilitate and promote collaboration, that allow approaching authentic context and that promote independent and continuous learning (Naismith, Lonsdale, Vavoula and Sharples, 2004).

 

Learn by interacting, which is the main element of the ICTs (Gándara, 2012); that is, by practicing, experimenting, exploring, solving problems and developing abilities and knowledge related to real and authentic contexts.

 

Where to learn?

 

Learn in all corners of life; in, with, of and from the same environment. Learn within a culture of mobility, of collaboration and distributed intelligence (Salomon, 1993), in which all interaction possibilities and resources arise for the subject and which promote the activity in which intelligence manifests (Pea, 1993).

 

Learn anytime and anywhere. The concept of ubiquitous learning does not just make the possibility to access information from which the learners have a greater control on the construction of knowledge and a greater motivation to learn. Artopoulos and Kosak (2012) mention characteristics or principles of ubiquitous learning that favor collaborative and situated learning, the resolution of problems and the development of critical thinking; among them, the thing that stands out is that learning is done in multiple contexts and spaces interconnecting meanings and actors; the learning goals respond to relevant purposes for the learners; learning is built in communities that promote collaboration and the co-creation of knowledge and products; there is a collective wisdom that should be taken into consideration in the construction of learning; learning is a process that is built in a network. These principles find an important support vehicle in the use of ICTs, especially in Web 2.0. The implementation of these tools facilitates connectivity, simulation, collaboration and publication.

 

What to learn with?

 

With the support of digital tablets, Naismith, Lonsdale, Vavoula and Sharples (2004) state that the world has become mobile and that the use of devices such as mobile phones, digital tablets and consoles, among others, has reached subjects from all ages. They mention some examples of pilot projects in different parts of the world, in which the implementation of mobile technology in educational contexts has been relevant, motivating and has generated important spaces for the collaboration and construction of sense.

 

Creativity, curiosity, play, experimental learning, interactivity, collaboration, powerful applications, instant access to information, these are terms that are associated with the use of digital tablets. These mobile devices possess technical characteristics of importance, portability, audio, video and graphic resources, as well as the possibility to use an infinity of apps that allow students access to information, to interact with it, document it and share it in multiple ways. Its potential as a tool to favor and enhance learning has been studied in different investigations.

 

Between 2012 and 2014, Falloon (2015) carried out a study in one hundred elementary schools in New Zealand in order to determine if the use of iPads favored collaborative learning. The results indicate that the apps that offer a predetermined system for interaction, negotiation, coordination and communication, as well as portability characteristics and the access to the net at any time and any place, give rise to great opportunities to learn in a collaborative manner.

 

In addition to this, some particular characteristics of these tablets such as the rotation of the screen, the size and weight, the multiple and simultaneous access to the interface and the portability and flexibility of the equipment, favor, from a practical point of view, work in a group setting. Different apps extend the possibility to access information, they improve efficiency, speed and the accuracy of the work and allow sharing what was learned in different ways.

However, Falloon (2015) states that the use of tablets alone does not guarantee collaboration. It is the design of the task and the skills that the students develop at other times to ask questions, negotiate meanings and organize work, what promotes skills for collaborative work. In a space where these practices promote the use of iPads on a daily basis, it turns out to be an important resource to exercise these types of skills.

 

Reid and Ostashewski (2011) did a study with sixth grade students that were at risk of dropping out. The purpose was to determine if the use of iPads would influence the appreciation and participation of the students in different learning situations and if their implementation would improve the educational practices. The students were able to create original and relevant digital stories using sound, graphs and video. They required some time to explore and discover the uses of the apps, but once they had familiarized themselves with them, they found alternative ways to use them and worked with more independence in the resolution of questions and were able to enhance their investigative skills. According to the teachers, the apps offered the students opportunities to learn beyond what was expected, and they promoted, at the same time, transversal learning.

 

McKenna (2012) points out that tablets are, sometimes, a distractor for the children and that it is not always appropriate for everyone to use them. However, departing from the positive results in the development of reading and mathematical skills, the professors acknowledged the great potential of their use, by compensating the moments of dispersion that happen occasionally. McKenna (2012) also highlights, as a challenge for the teachers, the location of appropriate apps, which implies a significant amount of preparation time.

 

Using the technology in the learning situations requires an assessment of their characteristic elements, such as video, text and audio, which promote new options for the access of information, communication and creation (Moore, 2015). The different formats of the digital resources make it possible to have multiple combinations and diverse results that respond to the different learning styles and particular skills of the students (Greeff and Coetzee, 2009).

 

When to learn?

 

Whenever it is needed. As Collins and Havelson (2009) stated, we are talking about a just in time learning. At anytime and anywhere, developing skills that are necessary at that precise moment to solve problems.

 

Who should you learn with?  

With a community of learners whose members, in interaction and collaboration, perform as active researchers and monitor their own progress and that of the group, tutors of other learners, critical constructors of knowledge (Brown, Ash, Rutherford, Nakagawa, Gordon & Campionel, 1993).

 

Learn in a community where the teacher acts as a guide towards learning (Longworth, 1999), who provides significant work situations and who cares for the critical construction of knowledge. This professor may be seen as an active learner who is able to inspire curiosity, guide others towards discoveries and who can take on the role of critical researcher. “Children witness teacher’s learning, discovering, doing research, reading, writing, and using computers as tools for learning, rather than lecturing, managing, assigning work, and controlling the classroom exclusively” (Brown et al.,1993, p. 207).

 

How do we know that we have learned?

 

Technology has another important educational value: it allows to preserve the information generated, making it possible to use it as a material for reflection and evaluation of the educational practices. Collins and Halveston (2009) state that the digital evidences are potentially useful resources for the consideration of the learning process, and also to compare one’s own performance with that of experts, and to evaluate the results of a task through the established criteria.

 

 

METHODOLOGY

 

The research was done through an intrinsic study of cases (Stake, 2007) of the descriptive kind from September to November of 2015. The participants, 22 fourth grade students from a private province school, were selected through a non-probabilistic sample by convenience (Creswell Plano,2011).

 

The question that directed the study was: how does the use of digital tablets favor collaborative and significant learning in students of basic education? The objective of the research was focused on identifying and justifying the positive results and opportunity areas generated with the use of digital tablets as mediation instruments in the construction of learning and in the development on behalf of the students of collaborative work skills. It also focused on the characteristics of instructional design and on the intervention of the teacher as the manager of the learning environment.

 

We used different data collection and analysis techniques:

 

Analysis of documents: a non-intrusive technique of information location necessary to begin the study (Rodríguez, 2011). We also analyzed the fourth grade SEP geography study program (2011) and the instructional design of the teacher for the identification of pedagogical objectives and didactic support of the use of digital tablets. As well as the apps used on the tablets in order to evaluate their accessibility, relevance and scope in the promotion of learning.

 

Direct observation: we carried out eight observation sessions with a duration of 120 minutes each. This allowed to register the interaction and intervention of the teacher in the work with the children and to create a field diary that backed up in a narrative manner the behaviors and performances of the students during the daily dynamics of use of digital tablets.

 

Semi-structured personal interview: it was applied to the teacher in order to better understand their ideas, use habits, beliefs and reasons (Torres, Paz y Salazar, 2006) regarding the implementation of digital tablets.

 

Qualitative interview with open questions to students: it was applied in order to collect additional data (Rodríguez, 2011), to know the language of the participants and to appropriate the meaning that they gave to the activity in which they were involved (Reyes, 1999).

 

The conceptual structure that directed this investigation was placed on five study subjects:

 

·      The use of digital tablets and collaborative work.

·      The use of digital tablets and self-learning.

·      The teaching of geography with the use of technology.

·      Subjects, mediator tools and learning environments.

·      Instructional design, mediation of the teacher and significant learning.

 

Four categories emerged from the analysis of data to explain the aforementioned topics and to provide an answer to the research question:

 

·      Pedagogic structure of the learning sequences.

·      Integration of technology.

·      Learning environment.

·      Development of competencies and knowledge.

 

The data analysis was done from a reflexive and cyclic activity, simultaneous to the collection of the same. The narrative structure of the observations was codified in relation to the categories. The data obtained from the interview and the analysis of documents were also segmented and re-organized in accordance with the same categories. It was a systematic process, but at the same time creative, open and flexible in light of the information that emerged during the research. Data was codified and topics were labeled in order to define the significant and relevant information for this study.

 

The reliability and validity of the study was ensured using the triangulation of data in order to confront the different sources and to describe the phenomenon (Rodríguez, Pozo and Gutiérrez, 2006). The triple entry table of Ramírez (2008) facilitated the analysis and the contrast of the information obtained based on the application of the different instruments.

 

 

RESULTS

 

The results of the analysis of information regarding the aforementioned four categories are presented.

 

Pedagogic structure of the learning sequence

 

From the analysis of the instructional design document, we were able to conclude that the learning sequence coincides with what is established in the document Programas de Estudio SEP (2011), and mobilizes, as Luengo, Luzón and Torres (2008) and Campos (2014) state: an integrated set of resources with the objective of efficiently solving problems and situations. The design envisioned activities that involve the use of digital tablets, especially with regard to the search, organization and communication of the information. Apps such as VisitMexico and Cuéntame de México INEGI were proposed in order to reconcile the students with authentic contexts with images and videos. For the organization and communication of the information, apps such as popplet, pictochart and book creator were suggested, which offer the students a wide range of editing and creation possibilities.

 

It highlights the proposal of an explicit strategy of gamification from the game of Minecraft, the final objective of which is the collaborative creation of a geographical space that integrates relief, rivers, constructions and settlements in accordance with the natural characteristics of the environment. In different activities, the teacher used as a resource the use of QR codes that direct the students to specific websites and to tutorials in order to know how to make use of the apps.

 

Regarding the use of didactic resources, such as videos, websites and interactive sites, the design specified precise moments for them to be used. This selection corresponds to the objectives and contents that were foreseen; it is rich in images and relevant information and is appropriate for elementary students.

 

Regarding the evaluation strategies, the teacher stated in the interview that, parting from the design of the situation, she believes that it is helpful for the students to carry out the tasks and for the criteria to be complied with for the elaboration of each product. She alluded to the use of logs, evaluation rubrics and reflective sessions during which the students present their advances. However, during the observation sessions, this follow-up was not evident. What it is worth noting is that there is no record or formal backup of the activities that the children carry out with the digital tablets.

 

Integration of technology

 

The observations of the teaching practice showed that the teacher has a clear intention and motivation to favor the development of digital skills in their students, that she closely assesses the moments of the situation in which it is pertinent to make use of the technology and that she proposes its use with different intentions. The opinions expressed by the students in the survey corroborate the observations made, in which it is pointed out that the students learn to look for information, to use apps and to share their learning. Working with different resources and apps is appreciated by the students as an interesting, motivating and easy activity.

 

The analysis of the apps helped figure out that, in the majority of cases, it is the apps with no content that offer templates and multiple editing possibilities in order to be personalized. The students do not learn any specific topics from them, but they use them as a support to organize contents, create them and share them, and they also promote the use of different vocabulary and the development of critical and creative thinking. The different apps favor different combinations and varied results that respond to different learning styles and to the particular skills of the students, as Greeff and Coetzee (2009) indicate.The table shows this comparison.

 

Table. Comparison of apps regarding their accessibility, relevance and scope.

 

The direct observations of the students showed that digital tablets are used individually to search for information and in pairs to create products such as mental maps, digital books and graphics. For the elaboration of these, the students have to converse and organize and take turns to carry out the different activities: they integrate text, take photos, cut images, record video and edit their work.

 

The comparative table of the applications, the resources proposed by the teacher, and the way in which the students use the technology are evidence of the statements of Gándara (2012) with regard to the consideration of interactivity as the central element of the ICTs. In other words, these technologies have the ability to dynamically respond to the actions of the subject and to facilitate the interaction with others through them. The interaction that is generated not only makes the opinions and thoughts of the subjects visible, but it also enhances collaboration strategies and the construction of significant learning.

 

Learning environment

 

In the total of observations, it was possible to appreciate a working environment that propitiated in the students the autonomous development of their activities and they showed to be engaged in their tasks. The use of technology allows them, as indicated by Naismith, Lonsdale, Vavoula and Sharples (2004), to get close to authentic contexts, in this case, related to geography, which capture their interest and motivate them towards work; in the words of one of the students, it stimulates them to “see the world”.

 

Digital tablets are known by learners as one more instrument for work. There are six tablets for common use in the reading area, which are available for the students. When the work instructions indicate it, they take them, use them and then return them to their place, in the same way as they do with other resources and materials. We can say that they make natural use of them and that a flexible working environment is appreciated, without important disruptions or distractions that will affect the working environment.

 

Interaction, support and socialization are generated around the use of tablets. These types of interventions could be indications of the formation of a community of learners where the students and the professor are able to establish collaboration and tutoring networks, which lead to the significant construction of learning.

 

Development of competencies and knowledge

 

The information collected from the observation of the students helped corroborate that the activities proposed mediated by the use of digital tablets encourage the students to practice their organizational skills, communication and their ability to reach reaching agreements, but we did not notice a process for the dialogue, negotiation of meanings, justification and argumentation of ideas that is characteristic of profound and collaborative learning, as Suresh and Al-Khafaji (2009) describe it. The level of collaboration is maintained at a positive independence level in which the students support each other, share information and create products together.

 

Regarding the intention to favor digital competencies that respond to what is indicated for both the didactic focus of the SEP (2011), as well as to the instructional design, the students manifested security, independence and control with the use of digital tablets, and they were able to explore, experiment and manipulate apps without difficulty. The observations did not show any data on the competencies regarding the search of information on the internet, given that in all the cases the students were directed to the different sites through QR codes.

 

The additional data collected from the qualitative survey that was applied to the students corroborated that this constructed knowledge on topics of geography; as well as the fact that the students learned to make infographics, use different applications, describe places, read QR codes, use search engines for children, read instructions, explore with digital tablets information and data, work in a team, organize their ideas, use mental maps and use technology. A student mentioned: “I learned to set a goal, meet objectives, follow instructions and observe the place where I live even more”. Another one stated: “I learned to read the instructions, explore with the iPad and use search engines for children”. Several students commented having learned how to work as a team and share their ideas.

 

 

CONCLUSIONS

 

In light of the question: how does the use of digital tablets favor collaborative and significant learning in basic education students? We can assert that learning does not depend on the incorporation of the technological resource as such, but on the instructional design of the teacher, the adequate selection of applications and the pedagogic intervention that follows the processes. It is important to highlight that the tasks that make use of creation and communication apps give rise to spaces where the students interact, distribute responsibilities, practice their skills and help each other to solve problems and manage their time. Moreover, the apps indicated in this study are free of content and they facilitate the organization of knowledge and the possibility to convey what is learned in a significant manner.

 

The use of digital tablets creates in the students a high degree of motivation and a commitment with the tasks at hand, which is evidence of the importance and the sense of the activities that are carried out and the relevance of the information to which they have access. The students show interest, explore, try, ask, share information, help others and show satisfaction when they finish products and tasks. On the other hand, the size, flexibility and portability of the digital tablets and the amount and quality of the apps that are allowed, make them a very potent and pertinent device for work in elementary school; furthermore, they are friendly devices that the students use with intuition. The fact that there is not a device for each one of the students, rather than being limiting, is considered to favor the experience of collaborative work. This is true when the intention of the use of the tablets is centered on research, organization and the communication of knowledge.

 

To use this technological resource implies a positive disposition of the professor to their integration, as it is fundamental that they allot time to the evaluation and selection of apps and to the design of activities that justify their use.

 

 

RECOMMENDATIONS AND FUTURE RESEARCH

 

The experience analyzed in this article suggests that digital tablets can be a useful tool in basic education in order to promote a closer relationship between the students and authentic contexts in which the learning contents acquire more relevance. Explore different formats (text, photography, videos, and simulations) and use applications in order to organize information and share knowledge can be a route for their implementation. It would also be important and necessary to define a way to provide backup to the products created in digital tablets by the students which is accessible and organized so that those products may be used and analyzed by the students and teachers with metacognitive and evaluation purposes.

 

Future studies could expose more deeply the digital contents elaborated by the students with regard to the development of skills of critical and creative thinking. Furthermore, it would be convenient to study the application of gamification strategies in elementary education in order to promote more flexible and motivating learning, closer to the nature and interests of the students of that age.

 

 

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Received: 15/04/2016

Published: 20/06/2015