Professional Development Project Presentation

iPads for Language Learning in

Higher Education

Prepared by Faith Marcel for Niagara College International

 Agenda
1. Project Research Questions
2. Research Findings
3. iPads in Ontario Colleges
4. Case Study: Trillium College
5. Challenges and Solutions
6. Creating a Mobile Language Lab
7. Discussion- Q & A
Creative Commons Photo Credit: http://fav.me/d54ha12
 Guiding Research Questions
1.What does the existing research tell us about
the use of iPads in language learning
classes/programs?

2.What are the benefits of using iPads in a

language learning program?
Guiding Research Questions
3. Are there colleges currently using iPads in
their language learning programs?

4.What are some of the challenges that have been

encountered? What are some of the solutions?

5. What are some applications available to

support the courses in our programs?
(Webb, 2012)
 Some Research and Results
Study Method/Tools Key Results
(Webb, 2012) 726 iPads were provided to • Based on survey results, a
76% of students at the school significant 69% of students
Secondary students 11-18 yrs considered themselves to be
of age, in the UK 100 students had their own more motivated

Used in almost all subjects •73% of students reported a

“This study, one of the most but predominantly in English, highly positive impact of use
extensive yet regarding the Math and Science of the iPads and indicated
use of tablet devices finds that they agreed that the
that with the majority of iPads mainly used for: iPads helped them improve
pupils at the school now •Reading course materials, the quality of their work
having iPads there has been a published text, research
significant and very positive •Annotation • 67% of students agreed
impact on learning together •Watching videos, listening to (44%) or strongly agreed
with further significant and podcasts (23%) that they were making
still developing changes in •Poster design better progress after they
pedagogy.” •Creating presentations had iPads
•Mind mapping
•Group work
•Using subject-related apps 6
Study Method/Tools Key Results
(Harmon, 2012) iPad Cart with 24 iPads • Students with iPad access
were more likely to pass the
2010, Ohio High School Apps used with Students reading portion of the 2011
English curriculum Ohio Graduation Test (85%
iBooks compared to 79% of students
with no iPad access in
Vocab-building apps (Word school).
Flick, Words with Friends)
• Students with iPad access
Story-telling apps (Toon were more likely to pass the
Tastic, Strip Design) writing portion of the 2011
Ohio Graduation Test (92%
Authoring apps (Journal compared to 84% without
entries- Keynote, Pages) access).

•Students with iPad access

improved their reading and
writing ability on average a
full grade level above their
peers

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Language Studies
(Deker & Kondo, 2013)
Japanese learners
Gakuin University, Japan
Small action research study
Method/Tools
Task-based learning activities
with iPads
Pre- and post-questionnaires
on motivation and the
researchers’ observations
Apps used with Students
Apple’s Pages (Word
processing app)
Educreations (Interactive
Whiteboard)
Key Results
• Designed tasks with iPads
helped students increase
their motivation in studying
English
• Encouraged students, who
had previously been primarily
passive and receptive, to
engage in the English
language by themselves
•Students worked
collaboratively and decided
how they would complete
the tasks- promoted learner
autonomy
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Language Studies Method/Tools Key Results and
Recommendations
(Huang, 2013) Sts read at least one online e- • Students provided positive
book weekly feedback on the program's
EFL learners' perceptions of strategy tools and its learning
an e-book reading program Year-long experiment effects

•They pointed out e-books'

67 First year university Questionnaires and potential to cultivate better
students in Taiwan in an interviews reading habits and increase
intermediate EFL course motivation

•They also perceived e-books as

being more available, portable,
and eco-friendly than print-
based texts

•Suggestions to improve future

e-book reading programs can
serve as a model to integrate
new literacy formats – such as
iPads, Amazon Kindle, or other
cell phone devices – into the L2
reading curriculum.
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Further Studies Demonstrating General
Positive Learning Outcomes
Melhuish and Falloon (2010), Gliksman
(2011), Learning Exchange (2011),
Goodwin (2012), Meurant (2013)

Still few sound empirical studies available on

language teaching and learning with the iPads

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 In the US, in the public school
sector, more than 600 schools
have adopted 1:1 iPad programs

Christina Bonnington, Wired Magazine,

Reported via CNN Tech, Mon January 23, 2012

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 “In Quebec, over 10,000
students use a touchpad in class every
day, and in the United States that
number exceeds 4.5 million”

(Karsenti & Fievez 2013)

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Karsenti, T., & Fievez, A. (2013). The iPad in education: uses, benefits, and
challenges – A survey of 6,057 students and 302 teachers in Quebec, Canada. Montreal, QC: CRIFPE.

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• One of the largest studies with both elementary schools and high
schools in Quebec and in Canada
• Examined 18 elementary schools & high schools- total of 6000+
students and 300+ teachers

(Karsenti & Fievez, 2013)

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(Karsenti & Fievez, 2013) 15
(Karsenti & Fievez, 2013) 16
Key Benefits

(Karsenti & Fievez, 2013) 17

(Karsenti & Fievez, 2013) 18
(Karsenti & Fievez, 2013)

19
 20
(Karsenti & Fievez, 2013)
What are some of the
key challenges?
Source of distraction
Difficulty writing with the iPad
Difficult to organize school work
Unsuitable text books

(Karsenti & Fievez, 2013)

 Cautions and Conclusions
• Introducing this technology isn’t always a smooth transition
• The key to successful integration of the iPad in education is providing teachers with proper training
• Benefits outweigh the challenges
• Incorporating the iPad into education constitutes a
“necessary risk” for schools
• Use of this tool has “breathtaking cognitive potential”

(Karsenti & Fievez, 2013)

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Other Challenges
Internet connectivity (School infrastructure
considerations)
Installing and updating apps
Emphasis on pedagogical approaches and task
design rather than the technical aspects
Time management- teachers and students

(Goodwin, 2013)
 Suggestions to Overcome
Challenges

(Karsenti & Fievez, 2013) 24

What challenges have
we encountered?
Wireless and Network Challenges
Learning Curve and Prep Time
iPad Cart Use Limitations (Availability/Location)
Java Unavailable with Blackboard Voice Tools

(Niagara College, 2014)

Considering Solutions
Wireless and Network Challenges
-Work closely with our IT Team in implementation
-Ongoing support throughout
Learning Curve and Prep Time
- Investment in Teacher Training
Initial and Ongoing
Java Unavailable with Blackboard Voice Tools
- Careful consideration of apps selected to meet
program and course learning outcomes
Based on online research and conference call with Apple Executive, Phil Hume and Technical Consultant for
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Higher Education, Rob Roy (March, 2014)
Based on online research and conference call with Apple Executive, Phil Hume and Technical Consultant for
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Higher Education, Rob Roy (March, 2014)
 Lambton College

* Programs in which iPads are Required at Lambton

http://www.lambton.on.ca/MobileLearning/Hardware/
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Case Study: Trillium College

Interview of Instructor and Students in a

Class In-progress Using iPads 30
 Creating a
Mobile Language
Learning Lab

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Built-in Application Suite

Source: https://www.apple.com/
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Voice & Video Capabilities

https://www.apple.com/ca/creativity-apps/mac/
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Listening Files and Video/Movie
Recording and Production

Source: https://www.apple.com/ca/mac/imovie/
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Applications for the iPad for
Language Learning

Source: http://www.apple.com/ipad-air/app-store/
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37
 Repository for Sharing
Applications and Resources

Image Source: http://www.apple.com/ipad-air/app-store/

NC Library iPads Page: http://nclibraries.niagaracollege.ca/ncipads

NC Library Mobile Apps Page:
http://nclibraries.niagaracollege.ca/ncipads
Access to LMS- Blackboard
• PowerPoint or Prezis/ Course documents
• Demonstrate online exercises
• Access documents
• NC Email access (assignment evaluation review
and discussion)
Research Applications
• Encyclopedia Britannica

• Safari Search

• NC Libraries

• Ebsco Host

• Citation Tools
Integration with iTunes U

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https://www.apple.com/ca/education/real-stories/northwest-kansas/
 Why the iPad?

“the focus of most (studies) has been on the iPad due to the functionality of the tool compared to some others, the range of apps available and the
attractiveness of the iPad to young people. ”

The iPads “have revolutionised teaching.” In the opinion of one Longfield teacher, a statement that, while not necessarily shared by all, sums up the views
of most students and many staff.

(Webb, 2012)

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 Why the iPad?
“The simplicity of the iPad, the uniqueness of its user interface, and the familiarity of design all point to one thing: excitement
for learning. No other pedagogical tool or technique in my experience engages students in a way that makes learning fun and
leaves students feeling like they are in control of their own learning. Often students may have an initial interest in something
"different," but the iPad seems an open door to a world of self-directed learning that has significant possibilities.”

(Harmon, 2012)

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 References
Dekker, J. and Kondo, M. (2013) Designing Group Work Using iPads to Motivate EFL Japanese Students,
ICERI2013 Proceedings, pp. 5482-5491.

Godwin-Jones, R. (2011). Emerging technologies: mobile apps for language learning. Language Learning &
Technology, 15(2), 2-11. Retrieved from http://llt.msu.edu/issues/june2011/emerging.pdf.

Goodwin, K. (2012). Use of tablet technology in the classroom. State of New South Wales Department of
Education and Communities, 2012. Retrieved from
http://rde.nsw.edu.au/files/iPad_Evaluation_Sydney_Region_exec_sum.pdf

Gliksman, S. (2011) What do Students Think of Using iPads in Class? Pilot Survey Results. Retrieved from
http://ipadeducators.ning.com/profiles/blog/list?q=Pilot+survey

Hahn, Jim, and Hilary Bussell. (2012) Curricular use of the iPad 2 by a first-year undergraduate learning
community. Library Technology Reports 48(8).

Harmon, J. (2012). Unlock literacy with iPads. Learning and Leading with Technology, 39(8), 30-31.Huang, H.
(2013). E-reading and e-discussion: EFL learners' perceptions of an e-book reading program. Computer
Assisted Language Learning, 26(3), 258-281. doi:10.1080/09588221.2012.656313

Johnson, L., Adams, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). The NMC horizon report:
2013 higher education edition. 45
 References
Karsenti, T., & Fievez, A. (2013). The iPad in education: uses, benefits, and challenges – A survey of 6,057 students
and 302 teachers in Quebec, Canada. Montreal, QC: CRIFPE. Retrieved from
http://karsenti.ca/ipad/pdf/iPad_report_Karsenti-Fievez_EN.pdf

Learning Exchange, (2011). iPads in Schools: Use Testing. Catholic Education – Diocese of Parramata, Australia.

Melhuish, K. & Falloon, G. (2010). Looking to the future: M-learning with the iPad. Computers in New Zealand
Schools: Learning, Leading, Technology, 22(3).

Meurant, R. C. (2010). iPad Tablet Computing to Foster Korean EFL Digital Literacy. International Journal of U-& E-
Service, Science & Technology, 3(4).

Shareski, Dean. (2011). Why the iPad is different. Technology & Learning, 58. Academic OneFile. Retrieved from
http://www.techlearning.com/default.aspx?tabid=67&entryid=697 .

Tayebinik, M., Puteh, M. (2012). Mobile Learning to Support Teaching English as a Second Language. Journal of
Education and Practice. 3(7), 56-62.

Webb, J. (2012). The iPad as a tool for education: A case study. Retrieved from
http://www.naace.co.uk/publications/longfieldipadresearch

Xiao-Bin, C. (2013, February). Tablets for informal language learning: student usage and attitudes. Language,
Learning & Technology, 17(1), 20.
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Thank you!