Challenges of utilizing tablet computers for instruction in the middle level science classroom

Abstract

Tablet computers have the potential to reshape technology use in education. This project examined the impact of using tablet computers for middle level instruction at Hobson Public Schools in Hobson, Montana. Students were provided the tablets at the beginning of the year and data was collected from the administrator, teaching staff and students on the changes in teacher preparation, student/teacher interaction, and district policy needed to make the tablet use successful. It was found that teacher preparation time increased and that teachers needed more professional development. District policies were driven by concerns over technology misuse and led to restricted access to the tablets. Consequently, student/teacher interactions did not change significantly. Ultimately, the staff and students valued the tablet technology and there will be a re-evaluation of district policy and professional development practices to better suit the needs of the district.