Apple’s iPad, and now iPad 2, have been enormous commercial successes by all reports but can iPads be used effectively in education? While this is still an open question, some initial reports seem to suggest the answer is: Yes. This blog post will address mainly the students’ reactions to using iPads instead of textbooks. The next blog post will report on the professors’ reactions.
A number of colleges and universities are experimenting with using iPads to promote teaching and learning objectives. Seton Hall University, for example, gave iPads to all full-time students to see if the device could be used productively in a university environment. While they weren’t exactly sure how the iPads could be used best, “students and professors seem confident that the device has some future in academe” (Kaya, 2010). Other institutions such as Williston State College, a two-year college in North Dakota, are buying iPads for their faculty (Li, 2010). Other examples: a Project Management class at Notre Dame University is being taught with iPads instead of textbooks; Standford University gave iPads to all its first year medical students last fall; Duke University and Northwest Kansas Technical College provide iPads to their students.
Few of the reports that mentioned distributing iPads to students or faculty, however, cited any systematic study results. One exception is Reed College. In a study conducted at Reed College, students in an upper division Political Science class were provided iPads (first-generation) with the course readings loaded in PDF format. The authors of the study stated that the goal of the study was to assess the value of using tablet technology (i.e., iPads) in a university environment. More specifically, the study objectives were stated as follows: “Potential features of e-book technology we plan to explore include: (a) the ability for students to have immediate, searchable access to all their course materials in one, lightweight device; (b) a reduction in the total cost of course materials; (c) a reduction in the use of paper; (d) ability of students to navigate course materials quickly and easily; (e) ability of students to highlight and annotate texts; (f) impact of iPad-based course materials on comprehension and classroom discussion; and (g) integration of e-book technology with other curricular tools such as Moodle (Reed’s open source learning management system).” (Reed College Study)
The data collected from the Reed College study consisted, apparently, of self-reports from the students. The students were given iPads to use with the stipulation that (a) anyone could drop out of the study at any time and return the iPad (and receive the course materials in traditional textbook format instead), and (b) all who remained in the study could purchase the iPad at the conclusion of the study at a very reduced cost. Notably, only one student declined to participate and everyone in the study chose to purchase the iPad at the end of the semester.
What feedback did the Reed College students provide? Here I will highlight a few of the students’ comments and refer the reader to the Reed College Study report for the full explanation of outcomes.
Some publishers are beginning to make textbooks available in an eBook format but it seems likely that these efforts won’t accelerate until eBooks generate a similar profit as traditional textbooks do now. There are unique possibilities available with e-content such as interactive activities, embedded video, expert commentary and so on. A hint of how these possibilities could be realized can be seen in the favorable reviews of two recently published apps: T.S. Eliot’s The Waste Land and Kerouac’s On The Road.
Next Post – The iPad in education: The Professor’s Perspective
Kaya, Travis. (2010). Classroom iPad Programs Get a Mixed Response. Chronicle of Higher Education, Vol. 57 Issue 6, pp. 1-3.
Li, Sophia. (2010). Williston State College Gives iPads to Professors. Chronicle of Higher Education, Vol. 57 Issue 2, pp. 1-4.