The effects of tablet-based learning on pre-service teachers' learning experiences at Chiang Mai University

• Main Author: Laohajaratsang T.
• Format: Conference or Workshop Item
• Published: 2015
• Online Access: http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84904606148&origin=inward; http://cmuir.cmu.ac.th/handle/6653943832/39132
• Institution: Chiang Mai University

Nowadays, mobile devices - especially smart phones and tablets - have become widely available and their use has increased dramatically in many countries. Teaching with mobile devices, and tablets in particular, has become more popular in countries such as Korea, the U.K. and France. Tablet-based learning refers to a type of learning in which students learn by using programs (mobile educational applications) on a tablet while teachers use tablets to manage their instruction. Some research evidence supports the benefits of tablet-based learning. That is, research suggests that tablet-based learning can help increase students' motivation, stimulate students' engagement, support more independent and collaborative study, provide real time feedback to the instructor on student understanding and integrate student materials into classroom discussions (Anderson, R. et al., 2006; Twining, P. et al., 2005). In Thailand, the national project 'One Tablet per Child' (OTPC), implemented by the current Thai government, distributed 960,000 tablets in 2012 and 1,634,180 tablets in 2013 to first graders under the Office of Basic Education Commission (OBEC) in order to promote tablet-based learning in Thailand. However, there have been a very limited number of studies done to investigate and identify the effects of tablet-based learning, especially with pre-service teachers. In 2013, the researcher started piloting tablet-based learning with student teachers majoring in primary education, Faculty of Education, Chiang Mai University, Thailand. In this pilot study, the Koole's FRAME (Framework for the Rational Analysis of Mobile Education) Model for framing mobile learning (2009) was used. Student teachers' learning experiences were investigated, with particular focus on students' levels of motivation, engagement, independent study and collaborative study. The results showed that tablet-based learning can be an effective teaching method, as evidenced by student teachers' learning results which demonstrated that the student teachers were motivated, gained more knowledge, engaged in their own learning, communicated and collaborated with their peers and teachers by using tablet-based learning. © 2013 IEEE.