Title:	USING SITUATED LEARNING THEORY TO EXPLORETABLET PC USE IN ACADEMIC WORK: PERCEPTIONS OF STAFF AND STUDENTS
Author(s):	Lorraine Fisher , Michael Callaghan , Jim Harkin , Martin Mcginnity
ISBN:	978-972-8924-36-2
Editors:	Inmaculada Arnedillo Sánchez (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2007
Edition:	Single
Keywords:	Situated Learning, Table PCs, Staff and Students
Type:	Full Paper
First Page:	96
Last Page:	103
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	Increasing numbers of studies are starting to evaluate the usefulness of Tablet Personal Computer (PC) devices in teaching and instruction (Weitz et al., 2006, Hulls, 2005, Mock, 2004, Theys et al., 2005). In some instances Tablet PC use is combined with other mobile technologies (such as laptops and pen based computers) to support classroom interactivity in computer science courses (Berque and Thede, 2006). This paper presents the results of one year of data collection and analysis undertaken by the School of Computing and Intelligent Systems, Faculty of Engineering, Magee Campus of the University of Ulster, Northern Ireland. This study investigated student and staff perceptions of a Tablet PC initiative. The theoretical lens of situated learning theory (Lave and Wenger, 1991) is used to interpret these findings, which indicate that staff and student engagement in the School’s Tablet PC initiative has been a generally positive, and enhanced teaching and learning both inside and outside of the classroom.
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