The iPad schizophrenia: UAE male students’ reflection on the paradoxes of using iPads in college EFL classrooms

Alkaabi, Sultan Ali R. and Albion, Peter and Redmond, Petrea (2015) The iPad schizophrenia: UAE male students’ reflection on the paradoxes of using iPads in college EFL classrooms. In: 9th International Conference on Education and Social Science, 18th Oct 2015, Singapore.

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Abstract

This paper presents data obtained from focus groups conducted to investigate male students’ experience of higher
education in the United Arab Emirates (UAE). Among the issues discussed by students was the impact of using iPads in replacement of printed books and this paper focuses on that issue. Thirteen focus groups were conducted with 83 EFL male students at four government campuses including United Arab Emirates University (UAEU) at Al Ain Campus, Higher College of Technology (HCT) at Ras Al-Khaima Campus), and two campuses (Abu Dhabi and Dubai) of Zayed University (ZU). Students acknowledged the paradoxes of using iPads in learning, citing learning and technical issues that influenced their academic motivation to study. The resulting themes from the focus groups show that ineffective iPad use has had an impact on student class performance and in some cases led to class failure. Recommendation for better iPad implementation is suggested to policy makers and instructors to foster a better student-iPad learning experience.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: c. 2015.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 30 Jan 2017 05:57
Last Modified: 28 Feb 2017 01:11
Uncontrolled Keywords: mobile learning, ipad, focus groups, motivation, self-efficacy
Fields of Research : 13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9304 School/Institution > 930499 School/Institution not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/30150

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