New technology emerging and transcending into the academic realm has prompted the question of whether or not it can be successfully implemented to help students learn without compromising interpersonal skills. Learning can be defined as an alteration in one’s behavior due to personal experiences and from the observation of another individual 's behavior (Boyd & Fales, 1983). According to Ya-Ni (2013), learning can be measured in three different ways: the student’s outcome (which can include information such as the student’s final grades in a course), the student’s satisfaction (how content they are throughout the course), and the student’s attitude (how interested or engaged they are while learning the material). All three measures are equally
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For example, Falloon (2013) found that when students used different iPad applications to learn the material, they gained a better mastery of the lecture. This is because the application was able to reinforce the material in a new way (Falloon, 2013). Specifically, researchers found that the application increased students’ problem solving techniques, word building skills, and math abilities. This is due to the fact that when students used interactive iPads applications to learn, they were better able to implement the material in numerous ways, and they were consistently receiving more reinforcement; thus, having higher possibilities to achieve a more substantial grade compared to the students who did not use iPad applications. Additionally, students who used the iPads reported being more engaged in the material and having a richer learning experience (Falloon, et. al 2013). This is because technology can also improve the way students communicate with each other. More precisely, Kucirkova and colleagues (2014) found that students who used different iPad applications not only improved in their problem solving skills, but also communicated better with their peers because a number of the applications required them to socialize with their classmates in order to find the correct solutions. By collaborating together, the students were …show more content…
For example, Haydon and colleagues (2012) found that students with emotional disturbances who used iPad applications, specifically iTouch, VisionMATH, and Coin Math during class time to learn different math skills performed better academically compared to the students who learned math skills by completing math worksheets. This is because, when the students made a mistake, the iPad would correct them immediately and allow them another attempt at a new problem, ensuring that the student would not repeat the same error which is something that the individuals who learned through worksheets did not receive (Haydon, Hawkins, Denune, Kimener, McCoy & Basham, 2012). Furthermore, the observers found that the students who used iPads demonstrated, “more persistence, concentration, and less frustration” during class, allowing the teacher to have more time to help other students that need more reinforcement (Haydon et al., 2012). Because of this positive feedback, numerous teachers stated that using iPads during class helped immensely in implementing their lessons, and that they would use the apparatus again. Additionally, Diemer and colleagues (2012) found that college students who used iPads during class had a higher level of engagement and perception
For example, Falloon (2013) found that when students used different iPad applications to learn the material, they gained a better mastery of the lecture. This is because the application was able to reinforce the material in a new way (Falloon, 2013). Specifically, researchers found that the application increased students’ problem solving techniques, word building skills, and math abilities. This is due to the fact that when students used interactive iPads applications to learn, they were better able to implement the material in numerous ways, and they were consistently receiving more reinforcement; thus, having higher possibilities to achieve a more substantial grade compared to the students who did not use iPad applications. Additionally, students who used the iPads reported being more engaged in the material and having a richer learning experience (Falloon, et. al 2013). This is because technology can also improve the way students communicate with each other. More precisely, Kucirkova and colleagues (2014) found that students who used different iPad applications not only improved in their problem solving skills, but also communicated better with their peers because a number of the applications required them to socialize with their classmates in order to find the correct solutions. By collaborating together, the students were …show more content…
For example, Haydon and colleagues (2012) found that students with emotional disturbances who used iPad applications, specifically iTouch, VisionMATH, and Coin Math during class time to learn different math skills performed better academically compared to the students who learned math skills by completing math worksheets. This is because, when the students made a mistake, the iPad would correct them immediately and allow them another attempt at a new problem, ensuring that the student would not repeat the same error which is something that the individuals who learned through worksheets did not receive (Haydon, Hawkins, Denune, Kimener, McCoy & Basham, 2012). Furthermore, the observers found that the students who used iPads demonstrated, “more persistence, concentration, and less frustration” during class, allowing the teacher to have more time to help other students that need more reinforcement (Haydon et al., 2012). Because of this positive feedback, numerous teachers stated that using iPads during class helped immensely in implementing their lessons, and that they would use the apparatus again. Additionally, Diemer and colleagues (2012) found that college students who used iPads during class had a higher level of engagement and perception