What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
This article provides an overview of the design, implementation, revision and informal assessment of an information literacy curriculum embedded in a new University Foundations (UF) program at a mid-sized public university. The library information literacy sessions incorporated team-based learning and Process Oriented Guided Inquiry Learning (POGIL) elements using iPads. Each session provided students an opportunity to develop and apply information literacy skills, and included critical thinking questions which led students to think about underlying concepts. A focus group with the librarians assessed the UF library curriculum, its impact on student engagement, and the training activities for librarian teaching preparation.
D. Stanton, C. O’Malley, K. Ng, M. Fraser, and S. Benford. Designing for change in networked learning environments: proceedings of the International Conference on Computer Support for Collaborative Learning 2003, page 293 – 302. (2003)
B. Vogel, D. Spikol, A. Kurti, and M. Milrad. Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, page 65--72. Washington, DC, USA, IEEE Computer Society, (2010)