The decision of the University of Nebraska to adopt the use of iPads to aid the learning process was a great decision that required a detailed research for it to be successful to achieve the desired objectives. The research conducted showed how iPads were introduced, how they were used, and the impact of their use to students and faculty during the learning process. The following is a critical analysis of the study Down the Rabbit Hole: Adopting the iPad in My Classroom by Kathryn Zuckweiler.
The study followed the right criteria required for a good research in the following ways. The paper clearly defined the purpose of the study, which was the introduction of iPads into the university’s learning system. The major objective and goal was to improve learning and/or boost the involvement of students during learning. Additionally, the study followed a systematic research process by analyzing the objective of the introduction of the iPad, the introduction process, and an assessment of how efficient it is.
Moreover, the design was thoroughly planned to fit the requirements of students. This aspect is shown through the introduction of applications such as the Blackboard, which was the campus’ learning management system, the Collaborate, which was within the Blackboard being strategically used for web conferencing, the Voice thread, the Drop box, the PDF reader, and the Evernote. All these applications were aimed at improving the learning of students and making it more interesting. Other applications introduced were a calculator, cloudon, and Puffin Free. Classrooms were also sufficiently installed with bandwidth, which enables every student to access Internet connection with any and all of their devices.
The study highlighted that ethical measures were not put into consideration since there was freedom for the students to download any application they pleased even for their own personal use. This aspect encouraged the act of using materials that are not useful to the students and ones that can derail or deteriorate their values and behaviours. Additionally, the research clearly outlined the limitations of the use of iPads as electronic learning materials.
Such limitations include the slow incorporation and only few students and faculty had acquired them. However, the numbers increased with time. Some of the students did not use the iPads due to the lack of monitoring by their tutors. This meant that such a practice would lead to lower performance of such students and the desired objective would not be achieved. Incorporating the use of iPads into the activities of the students and faculty was also a slow process. In addition, extra expense of training was also incurred.
Additionally, the research provided a detailed analysis of the use and outcome of the use of the iPads. It explained how reading materials such as the course readings and the course assignments could be accessed easily electronically. The faculty also had a chance to provide the notes and other materials electronically by use of EBooks, the Puffin web browser, and the library electronic system. It also showed that the simulations put in place helped in achieving the goal of engagement and cognitive flexibility and that students spent almost 9 minutes on the applications put in place.
In conclusion, the research conducted indicated a successful introduction of iPads as learning tools for students. The study achieved its goal as shown by the research, and there was improved performance and at a faster rate. Students also became more collaborative with each other for their own benefit. However, any electronic device that can hold the applications required can efficiently achieve the goal and not necessarily the Apple iPad.
References
Zuckweiler, Kathryn. “Down the Rabbit Hole: Adopting the iPad in My Classroom.” Decision Line 44.3/4 (2013): 11-13. Print.