This document discusses the theory and practice of teaching and learning with tablet computers. It outlines how 1:1 computing represents a disruptive change in the learning environment. While some 1:1 computing initiatives have failed, others show promise when the whole school adopts digital technologies and changes its pedagogical approach. The document proposes five scenarios for effective tablet-based classrooms, including flipped classroom, inquiry-based learning, project-based learning, problem-based learning, and game-based learning.

1. Theory & practice of teaching and
learning with tablet computers
Mart Laanpere, senior researcher @ Tallinn University, Estonia :: martl@tlu.ee
Twitter hashtag: #TSP14a
Tag (photos, notes etc): TSP14a

2. Technology generation shifts
InshopInschool
?

3. Changes in learning environment
 Learning environment: a range of contexts, components and
activities in which learning occurs. Four dimensions: physical,
relationships, structures and expectations, language and
communication
 Taken for granted, that’s why reform pedagogies usually start
from breaking down the traditional learning environment
(Pestalozzi, Montessori, Steiner, open classroom…)
 Historical learning environments: Socrates and peripathetikos,
apprenticeship, Rousseau Emile, early village schools
 The first virtual learning environments: 3D copy of classroom
 1:1 computing: a disruptive change in learning environment

4. Technology in learning environment
 1900: educational films, educational radio
 1960: B.F.Skinner: programmed instruction, learning machines
 1970: Seymour Papert (MIT): LOGO
 1990: CSCL, content is not important, learning is about
collaboration and communication
 2000: E-learning: Web-based course management systems
 2015: 1:1 computing, tablet computers and smartphones (BYOD)
 Learning from computers vs. learning with computers (Jonassen)

5. (Geels 2002)(Geels 2002)

6. Whole school digital turn
 The training and support is oriented on the level of a teacher
 Diffusion of innovations (Rogers, 1992), OECD study (2002)
 Whole school intervention models are needed

7. Digital turn towards 1:1 computing:
promises and failures
 Horizon Report 2012: the main technology trend in education
with 1 year time to adoption
 Radical shift in learning environment, re-definition of teaching
and learning processes, lecturing won’t work in 1:1 classroom
 Failures:
 OLPC Peru: 2.4 million laptops, no effect on learning
 Tiger Leap laptop schools: “Please, take these laptops away!”
 Success stories:
 Odder, Denmark: iPads for 200 teachers and 2000 students
 Essa Academy, UK: technology as an essential component of
radical school improvement

8. Pedagogical change
 Innovative learning (The Club of Rome 1979)
 Trialogical learning (Paavola): collaborative knowledge
building resulting with shareable digital artefacts
 Learning in design mode vs belief mode (Bereiter, 2000)
 Flipped classroom, game- and project-based learning
 Self-regulated learning, changing role of the teacher
 Re-conceptualising e-textbooks

9. Five scenarios for tablet classrooms
 Flipped classroom: learning in advance of the lesson from short
videos and other resources, making sense and applying new
knowledge during the lesson (Khan Academy)
 Inquiry-based classroom: learning like scientists do, by
questioning, exploring, explaining, (in)validating
 Project-based classroom: collaborative creation of artifacts
 Problem-based classroom: solving and constructing problems
 Game-based classroom: learning from playing and designing
games (Quest2Learn school NY)