Running head: TABLET PCS IN EDUCATION

Review of Literature Studying the Use of Tablet PCs in Education

David Bennett
Liberty University
April 28, 2012
EDUC518 D13 201220
Dr. Judy Sandlin

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Review of Literature Studying the Use of Tablet PCs in Education
Abstract
Tablet PCs and similar devices are now being used with increasing frequency in education from
early childhood to advanced education. This literature review explores the implementation,
achievement, and motivation Tablet PCs bring in the educational environment. The review
explores both quantitative and qualitative studies in all levels of education to come to a broad
conclusion on the use of Tablet PCs in education.
Keywords: Tablet PC, iPad, Education, Research
Introduction
Tablet PCs are a unique development in technology, which are only now finding a major
influence in education. Recent developments in this technology regarding the use of the Apple
iPad in education were the determining cause for the pursuit of this research (Associated
Press, 2012). As the technology for Tablet PCs has become more affordable
and accessible to the public, extended research into the Tablets use in the
classroom has become necessary.
To narrow the focus of this literature review three questions were
chosen. The first question asked if teachers used the device to a greater
potential than a regular textbook. The second question asked if student
achievement increased with the use of Tablet PCs. The final question
searched to understand if there was an increase in motivation when Tablet
PCs were introduced to the classroom.
The method of research for this review was done primarily using EBSCOhost for
professional journals. Major media outlets, such as Fox News, were also utilized for a

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sociological reference. The key words used for the search were: Tablet PC, iPad, Education,
Research. Tablet PC was combined with both the words education and research
independently. iPad was also combined with the words education and research
independently. The search limited itself to articles to a time period of 2004 or later due to the
recent emergence of the technology.
A difficulty in finding relevant articles developed due to the lack of research in this area.
Most articles featured ideas and potential teaching techniques, but few conducted actual research.
Some research studies were very shallow in their context, using a very small sample from a
single school. This may be due in part to the recent development of Tablet PCs as an educational
tool.
Discussion of Key Terms
This review will use terminology dealing with technology in the classroom. The Tablet
PC is a device that allows an individual to interact by either touching the screen with his finger,
or by using a stylus or pen. Tablet PCs are considered wireless devices, which means the device
can interact with other devices and the Internet without a wired attachment. A common term
used through out the study was mobile computing or m-computing. This refers to users of
mobile devices such as smart phones, Tablet PCs, or laptops. During this review the terms
technology, wireless devices, and netbooks will all refer to devices that are equivalent to Tablet
PCs.
Review of Literature
This review will be organized according to the questions postulated at the beginning of
the research. The articles answer each question to differing degrees in their research. This
common thread will serve to categorize the findings of this review.

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Do Educators Utilize Tablets to Their Fullest Extent?
A question originally posed by the research desired to determine to what extent educators
utilized Tablet PCs in their classrooms. The review focuses on educators who are provided
Tablets by their schools. Over the course of this study, it was determined that most educators
used their Tablets to a greater extent than a textbook. The results were mostly qualitative in
regards to this question due to the fact the research depended on teacher feedback and
observation to answer the question. Hrepic (2011) noted his use in the classroom while taking
advantage of the DyKnow software in college physics and science classes. Research in a K-12
setting found educators used Tablets in a similar manor to overhead projectors (Steinweg,
Williams, & Stapleton, 2010). This study found educators were able to use notes used in
previous classes from the Tablet and share it with other sections (Steinweg et al., 2010).
Maurizion Manuguerra and Peter Petocz (2011) also documented this use in classrooms.
Manuguerra and Petocz (2011) also emphasized educators using the same feature to address
unforeseen learning issues during the class period. Manuguerra and Petocz (2011) observed
teachers were able to keep notes on problems that developed during the lesson and then share the
notes with each section. He also recorded teachers providing notes online for use later by
students (Manuguerra & Petocz, 2011).
A hurdle in educator utilization of Tablet PCs was discussed by a study done by Dakota
State University (Moran, Hawkes, & Gayer, 2010). The study found that acceptance among
teachers was directly related to experience with mobile devices (Moran et al., 2010). When
teachers were unfamiliar with the technology they were less likely to utilize it to its full potential
(Moran et al., 2010). Another study directly investigated this problem and found educating
teachers in the use of Tablets reduced the reluctance to use them in class (Dickerson, Williams, &

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Scott, 2009). The study took educators from a variety of technology backgrounds and trained
them to use Tablets using a scaffolding method (Dickerson et al., 2009). The researchers found
familiarity with the technology greatly reduced stress and reluctance to use it (Dickerson et al.,
2009).
Though most educators used Tablets to varied extents, a few studies used them as simple
replacements to traditional materials. In a study conducted among preschoolers Leslie Couse
and Dora Chen (2010) discovered educators utilized Tablets in a similar fashion to traditional
drawing mediums. The purpose of this study was to discover if there were any advantages to
Tablets over traditional media (Couse & Chen, 2010). Given the purpose of the study no
additional avenues were explored with the use of Tablets apart from those of traditional materials
(Couse & Chen, 2010).
The Princess Sumaya University did a study that saw the greatest utilization by educators
(Al-Zoubi, Sammour, & Al-Zoubi, 2007). Given the unique field of electromagnetic study, the
researchers found numerous instances for students to use Tablet PCs during their courses (AlZoubi et al., 2007). The primary area of utilization was visualization software, which gave
students the opportunity to visualize the concepts being taught (Al-Zoubi et al., 2007). The
researches stated that visualization of electromagnetic concepts in essential to understanding, and
this is where they found the greatest advantage of the Tablet (Al-Zoubi et al., 2007).
In the articles reviewed most educators utilized the Tablet to a greater extent than a
textbook. The only exception was due to the limits of the research being conducted. When the
opportunity presented itself, the teacher would explore avenues which are not present with a
traditional text.
Does the Use of Tablet PCs Effect Student Achievement?

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The primary motivation for the use of Tablet PCs in education is an increase in student
achievement. Each study determined there was a discernable increase in student performance
after the use of a Tablet, but the conclusions were mixed among the researchers. Researchers
discovered during each study different validity issues, which could skew results in their
respective studies. Despite the various discrepancies, researchers decided the Tablet did have a
positive effect in their studies.
Most studies found a positive influence on students who used a Tablet in the educational
environment. Couse and Chen (2010) felt students improved on self-portraits due to the tablets
superiority over traditional writing mediums. They drew this conclusion due to childrens
improvement in self-portraits and an increase in the detail of the drawing (Couse & Chen, 2010).
A pilot study in Chicago schools also discovered improvement in student achievement in
younger children as well (Mulholland, 2011). The increase in performance was attributed to the
ease of use of iPads for children and the increased interaction with the material (Mulholland,
2011). In higher education, Tablets were found to have extensive advantages for distance
learning (Manuguerra & Petocz, 2011). As students were able to use the devices to better
interact with teachers and assignments grades increased (Manuguerra & Petocz). The study by
Manuguerra and Petocz also found students were able to improve more efficiently throughout the
course due to quicker returns on grades (Manuguerra & Petocz, 2011).
While all educators agreed on the advantages of Tablets in education, not all found large
increases in performance. The study using Tablets in early childhood education stated the results
did not reflect student maturation (Couse & Chen, 2010). Improvement on the Tablet may have
been a result of a natural increase in the students ability rather than the introduction of the Tablet
to the classroom (Couse & Chen, 2010). Hrepic (2011) discovered decreases in student

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achievement in one of his studies. While most the research performed by Hrepic concluded an
increase in student performance, one found students who did not use the technology performed
better than students who did (Hrepic, 2011). Hrepic (2011) concluded after further investigation
the cause for the apparent discrepancy was inconsistent use by students. The inconsistency
group consisted of students who used the Tablet for activities outside of coursework during the
class period (Hrepic, 2011). This caused the Tablet to be a distraction from the subject rather
than an aid (Hrepic, 2011). Carolyn Foote (2010) noted a similar concern during an iPad pilot
study about student use. Students may be tempted to use the device for activities other than
subject matter and negate any benefits it may posses (Foote, 2010).
Each study measured student achievement using different methods, therefore the results
varied according to the study. Hrepic (2011) found a minimal increase in student performance
and attributed the increase to motivation. A study conducted by Moran, Hawkes, and Gayer
(2010) came to the same conclusion as Hrepic. The pilot study in Chicago lauded the use of
iPads in the classroom but provided no empirical evidence to measure the increases of
performance (Mulholland, 2011). The study that recorded the largest increase concerned the use
of Tablets in the study of Electromagnetism (Al-Zoubi et al., 2007). The increase in student
performance was attributed to the visualization of the subject (Al-Zoubi et al., 2007). The
researchers emphasized the importance of visualization in the course, an abstract concept for
most students, and how the Tablet allowed access to images and illustrations of the topic (AlZoubi et al., 2007).
Researchers all agreed student achievement increased with the use of Tablet PCs in
education. There was not a consensus to what degree students improved, or if motivation to use
the device was the catalyst that caused the improvement rather than the device itself. In the end

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each study determined there was a positive impact on student performance after the introduction
of Tablets in the lesson.
Does the Use of Tablet PCs Effect Student Motivation?
Though each study was unique in its research format and conclusions, one common
thread appeared in all research. Researchers found regardless of age and subject students using
Tablet PCs showed an increase in motivation during use. Results were collected using
qualitative methods usually by questionnaire.
Couse and Chens (2010) study found children in preschool had a desire just to use the
device. While their conclusions were mixed regarding the aspect of achievement, the students
surveyed showed a strong desire to use the Tablets (Couse & Chen, 2010). Students were able to
articulate why they desired to use the Tablet, giving the same results the researcher had perceived
as well (Couse & Chen, 2010). The Chicago pilot study also found an increase in student interest
as a result of using iPads in classrooms (Mulholland, 2011). They found students were exited to
use the device regardless of the subject or grade level (Mulholland, 2011). In Manuguerra and
Petocz (2011) study, they found students were relieved to use tablets rather than traditional
media. Students who used the iPads for distance learning found an increase in the ease of
learning given the variety of software and video options that were now available to them
(Manuguerra & Petocz, 2011).
Hrepic (2011) found Motivation to be present, but questioned its affect on students. In
his early studies the use of a Tablet was required in the course he used as the experimental group
(Hrepic, 2011). As a result, motivation to use the Tablet was not considered. In Hrepics (2011)
final study he allowed the use of the Tablet to be optional. This resulted in students who used
traditional note taking methods to outscore students who used Tablets (Hrepic, 2011). Hrepic

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found an unforeseen consequence of not considering motivation initially in his study (Hrepic,
2011). Hrepic (2011) had initially divided the final study into two distinct groups, those who
used a Tablet, and those who did not. In reality Hrepic (2011) found there to be three distinct
groups, those who consistently used a Tablet, those who occasionally used a Tablet, and those
who did not. Hrepic (2011) concluded the group who only used the Tablet occasionally used the
technology for entertainment purposes rather than educational, resulting in a lower grade
average. When Hrepic (2011) removed the new group he found students who always used the
Tablet and students who never used it had nearly identical averages. Hrepic (2011) decided the
main cause was the motivation of the students. He believed students were motivated to succeed
and therefore studied to the best of their abilities to excel (Hrepic, 2011). Students who had not
taken advantage of the Tablet may be unfamiliar with the technology decided to use traditional
note taking methods to study (Hrepic, 2011). Hrepic found the end result was student motivation
to succeed outweighed any motivation the Tablet may have introduced; he recommended more
study be conducted into the role motivation plays when using a Tablet PC (Hrepic, 2011).
Some studies addressed the concern of the reason students were motivated to use the
Tablet in the classroom. Couse and Chen (2010) addressed this concern by returning to the
school two months after their initial study. They believed the may be a validity issue if students
only wanted to use the Tablet because it was something new (Couse & Chen, 2010). They found
students were just as excited to use the Tablets after the initial study as they had been in the
beginning (Couse & Chen, 2010). Susan Amirian believed student motivation might have
stemmed from their familiarity with technology (2004). Manuguerra and Petocz reinforced this
conclusion with their study (2011). The Dakota State University study also concluded the
students daily involvement with technology motivated them to use the Tablet in the classroom

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(Moran et al., 2010). The study pointed to student use of smart-phones and laptop computers as
motivators to translate to similar technologies in the classroom (Moran et al., 2010).
Each study pointed to the influence motivation had on student achievement and
interaction. Overall, research concluded students were motivated to use the Tablet in the
classroom. Researchers were divided on the reason for the motivation, but all agreed students
generally excelled when using the technology. Motivation to use the Tablet was present in each
study to various degrees, with most resulting in the majority of students desiring to use the
technology whenever possible.
Conclusion
As technology advances it is important to keep schools up to date with what students will
encounter in life. The use of Tablet PCs and similar devices is important in helping students
understand the technology they will encounter in the workplace. Schools are taking a much
closer look at how this technology can affect the classroom and the educational environment as a
whole. The purpose of this studied was to find how Tablet PCs have been used in education, and
what the results were based on teacher participation, student achievement, and student
motivation.
Each study found teachers were motivated to use the technology in their classrooms. The
variable in the research was to what degree teachers used Tablets. While all the studies
expressed the excitement of the educator to use Tablet PCs, not all used them as anything more
than an electric textbook. However; overall, each study found teachers exploring new teaching
methods based on the introduction of the technology to their classroom. While each teacher may
not have taken advantage of all the options of the Tablet at their disposal, they all shared an
enthusiasm for the technology in their respective classes.

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Student achievement was a more interesting result of each study. While most researchers
found academic improvement among students who used Tablets, the reason for the improvement
varied. Some found the improvement to be moderate, and other found little discernable
improvement academically. Some researchers did not draw a clear distinction between what they
considered academic improvement and motivational improvement. This resulted in researchers
claiming improvement in students but not clarifying what the improvement was. While
improved motivation in students is good, grades are used to measure student achievement. By
not clearly drawing a distinction between motivation and achievement, researchers limited the
usefulness of their study. While all researchers agreed there was academic improvement among
students, the increased performance was minimal compared to students who did not have access
to Tablets.
Each research study dealt with the concept of student motivation at some point during
their research. Some researchers believed motivation to be the greatest benefit of using Tablets
in the classroom. Increased motivation to learn will improve student retention and participation.
Students seemed to be motivated primarily due to former experiences with technology and
similar devices. Every study found the majority of students had previous experience with
computers or similar tablet devices. Across all studies, prior experience with technology seemed
to be the primary motivation for students.
Each study found there to be a perceivable benefit to the classroom when using Tablet
PCs. Teachers found Tablets simplified various aspects of the lesson and improved studentteacher interaction. Student achievement only increased marginally in each study, but there was
a perceivable increase. Motivation proved to be a major factor in student use of technology and
played a major role in teacher acceptance and academic achievement. Tablet PCs and similar

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devices, according to the literature reviewed, provide a measurable improvement in the
educational environment when used properly by teachers and students.

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References
Amirian, S. (2004). Putting Tablet PCs to the Test. T H E Journal, 32(4), 28-30.
Al-Zoubi, A., Samour, G., & Al-Zoubi, Q. (2007). Utilization of Tablet PCs in Electromagnetics
Education. International Journal of Emerging Technologies Learning, 2(2),42-46.
Associate Press (2012, January 19). Apple reinvents textbooks with new
publishing platform. Retrieved from
(http://www.foxnews.com/scitech/2012/01/19/apple-expected-to-unveildigital-textbook-platform/
Couse, L. & Chen, D. (2010). A Tablet Computer for Young Children? Exploring Its Viability for
Early Childhood Education. Journal of Research on Technology in Education, 43(1), 7598.
Dickerson, J., Williams, S., & Browning, J. (2009). Scaffolding Equals Success in Teaching
Tablet PCs. Technology Teacher, 68(5), 16-20.
Foote, C. (2010). Checking Out the iPad. Multimedia & Internet@Schools, 17(6), 17-19.
Hrepic, Z. (2011). Wireless Computers in Classrooms: Enhancing Interactive Physics Instruction
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