Use of Smart Phones and Tablet PCs in the Learning Process

CHAPTER 2

Review of Literature

As electronic innovation continues to advance, learning institutions are increasingly interested in applying technology in the classroom. Different institutions have initiated laptop programs for diverse goals and objectives. The reasons and motives behind implementing laptop programs also vary from institution to institution. Many researchers reveal that most institutions intend to integrate laptop instruction in teaching and learning for different purposes which include the increase of the use of technology, decrease of the digital divide, increase of student-centered instruction, and to increase student achievement in specific courses. The factors that are associated with laptop adoption include increased student attendance, better developed study skills, and improvement of the communication between schools and home or between teachers and students. Technology and education continually converge to create new ways of learning. Blackboards and chalk, once seen as the essential tools for instruction in schools, have evolved to high-speed and versatile electronic tools.

Technology and Education

Technology and education continually converge to create new ways of learning. Blackboards and chalk, once seen as the essential tools for instruction in schools, have evolved to high-speed and versatile electronic tools. Technology is transforming the way we think, the way we learn, the way we communicate, the way we do business; technology is the bridge to the future (Manyak, 2008).

Schacter (1999) states that, “Research on the impact of technology on learning is in its infancy though we are beginning to see solid work emerge” (p. 176). Technology is used in schools in varying ways. “The education community has debated the whens, wheres, and whys, of using computer technology and noted that girls and minorities need equal access to computers and that diverse participation in the design of technology is critically important for the health of our society” (p. 132). As stated by Margolis and Fisher (2002), “Amid the tumultuous changes technology is making in the way we live our personal and professional lives, women and girls are out of the computer science loop (Fisher & Margolis, 187).

Desktop computers ignited the technology learning revolution, but soon gave way to laptop computers in the education industry. Learners wanted portability, accessibility, customization, and sophisticated features that could connect them to new learning possibilities and provide efficiencies and capabilities not historically available on desktops (Maddux, 2006).

Rockman et al. (1998) conducted a study “to demonstrate that providing every student within a classroom with access to 'real world' business tools, [laptops], would produce substantial educational benefits by supporting learning anytime and anywhere”. Their findings “point to significant learning and student and teacher accomplishments in skill development, applications of technology for schoolwork, and improved critical thinking”. Rockman et al. (2000) noted that when they explored how teachers and students use laptops in the learning environment, they found that there are major changes taking place in schools with laptops being used to accomplish more tasks and students needing additional technology skills and abilities.

They noted that “access to technology has increased for all ...