Abstract
The purpose of this chapter is to help educators successfully integrate mobile tablets in their classrooms. Research has shown that mobile tablet integration can increase learning of students. Integrating advanced technologies in classrooms will support learners and advance all students' learning experiences in ways that cannot be done without mobile tablets. This chapter provides educators with transformative tools to improve their in-person lessons and their lessons through augmented reality. This chapter also includes a set of resources educators can use to obtain augmented reality apps that will enhance their lessons, a list of ways to improve their curriculum, and how to engage students via virtual reality when home learning is necessary.
TopBackground
Educational technology is defined as a component used to help teach students in a way that could not be done without that specific technology. Technology integration is defined as the act of incorporating technology into the classroom to help the students learn in a way that could not be done without that technology (Aziz et al., 2010). The focus of this chapter is the integration of AR apps with mobile devices. Students who are learning from home can benefit from lessons on mobile tablets because it allows them to participate in hands-on lessons that engage all learning styles.
Studies by Eichenlaub et al. (2011), McKenna et al. (2015), Musti-Rao et al. (2015), and Lowman and Dressler (2016) showed that mobile tablets helped students to reach achievement levels that they were unable to achieve without the mobile tablets. Studies have shown that mobile tablet apps could support learning (Carr, 2012; Chen, 2013; Eichenlaub et al., 2011; Lowman & Dressler, 2016; Riley, 2013; Shih-Hwa & Gwo-Guang, 2013).
Soykan and Ozdamli (2016) conducted a quantitative study, which showed that teachers' integrating mobile learning apps increased test scores. During the study, mobile tablets were integrated for 10 weeks. Teachers created lessons that were carried out digitally and students participated in projects using mobile tablets. The study showed an increase in the students' success using mobile tablets.
Mobile tablets, such as the iPad, have a touch-screen interface that allows students who lack hand-eye coordination to practice their letters independently (Flewitt et al., 2014). The research showed that students could use the iPads to communicate ideas in a variety of ways that were not possible without the iPads. For example, a student who cannot generate words and write them on a piece of paper to create a story could use the iPad to draw, take pictures, and record verbal descriptions to create a story (Flewitt et al., 2014, p. 110).
Key Terms in this Chapter
APP: Abbreviation for the word application, which is downloadable from a mobile device.
Educational Technology: Is defined as a component used to help teach students in a way that could not be done without that specific technology. The educational technology being referred to in this report is the mobile tablet, such as the Apple iPad or Android-based systems.
Professional Development: Is defined as the educational opportunities provided to teachers in order to assist them in technology education.
Special Education: Is defined as special education-specific schools in which every student has developmental disabilities and all teachers are certified special education teachers.
Technology Integration: Is defined as the act of incorporating technology into the classroom to help the students learn in a way that could not be done without that technology.