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Intro: When And Why Should We Use Tablets In Class?

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Intro: When And Why Should We Use Tablets In Class?

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After several years of availability, tablets have become a hot topic in schools. Headmasters and teachers hope that introducing tablets will help students to overcome learning difficulties and prepare them for their role in a 21st century work force.

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My name is Matthias Giger and I am a secondary school teacher inSwitzerland.

I've been teaching for more than 20 years and since my first days as a teacher I've been using ICT to complement more traditional teaching approaches.

At the moment I work as a subject teacher and I'm responsible for the "special needs department" in our school. I also administrate the school's LMS.

In case you wan't to know more about my background, just follow the link (in German):

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The school I teach in is a secondary school (student's age about 12-16) in Romanshorn, Switzerland (near the Lake of Constance). There are two school houses and the school teaches about 300 students.

Education in the schools mostly follows a traditional script, but there are some additional services to help the students learn:

- A Moodle based LMS provides students with many learning opportunities.

- The "Learning Atelier" is a space where students can learn (and get) help outside their compulsory lesson schedules.

- Coaching for Learning is available to students who want to use that service.

- A social worker helps students and teachers in demanding situations.

- The school has heavily invested in ICT, apart from three special rooms, there are PCs in nearly every classroom.

If everything goes according to plan we will move into a new school building in a few years.

The school's website gives you a short impression (in German):

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Module 1: What is your main reason for using or wanting to use tablets in your classroom?

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Module 1: What is your main reason for using or wanting to use tablets in your classroom?

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Teaching in a school which has made a lot of investments in the ICT department during the last few years, I'm not really sure whether I want to use tablets in my classroom. Not because I think the use of ICT in education is futile (even though the research evidence hasn't been to convincing for "similar" devices and approaches), but because I'm not sure that tablets will fullfill the needs in a secondary school classroom.

At the moment the ICT device I use most are computers (fast ones which big screens) and a multitasking operating system. Do I really wish to replace these devices by a tablet which has a fraction of the screen size, can't really multitask and is missing critical input devices like a mouse (for construction and layout) and a keyboard (for writing) as well as sophisticated software for all possible ICT tasks?

Or should we just add the tablets to our park of available devices? Thus spending even more money in the ICT department?

Some reasons why tablets could be a good thing in class are:

a) Tablets are easier to handle (for consumers) than a PC. Therefore teachers who don't have much of technical expertise might be more willing to use them. But then we could just make sure, those teachers learn how to use a computer properly.

b) Tablets have a built in camera. It is easy to take pictures or make a short video. But then most students have a smartphone with a camera which is likely to be superior to the one in any given tablet.

c) Tablets could replace schoolbooks and bring down the weight of student's backpacks. But then there is no need to always take books home. It is possible to make some material available within a LMS which can be used with any device. And there are copyright issues when you just scan a book and put it on a tablet.

d) Some tablets come with a pen which allow drawing and writing by hand. But then why not just use paper?

On the other hand, there are some disadvantages most tablets show:

1) Most tablets don't have a keyboard. Therefore it is difficult to type longer texts on them. Possible solution (costly): Buy additional keyboards for the tablets.

2) Most tablets can't really multitask. That's a critical issue when you want to copy a citation from a webpage into a document or when you do other things which involve more than one programme running at the same time. Actually working on such devices feels a bit like back in the early 1990s when you had to use all kind of tricks to copy a text from one application to another. Possible solution: Buy a tablet which can multitask (a Windows tablet).

3) If you work on an illustration or pictures, tables which large datasets or long texts, tablet screens are too small to show you the whole picture. Possible solution: Connect a bigger screen to your tablet (resolution iisn't a problem).

Looking at all these points and more, the main question remains:

What makes a tablet preferable to a PC (maybe in the form of a convertible) in combination with a BOYD policy where students can use their own smartphones?

I ask this question because ...

There isn't much you can do with a tablet a smartphone can't do (better): The question becomes more demanding as smartphones turn into phablets.

a) Tablets aren't cheaper anymore than low-priced notebooks or small PCs.

b) Once you decide for an ecosystem of a main player (Android, iOS) it will difficult to change it in the future, unless you use an entirely web-based approach (no apps).

At the moment the only type of tablet I really would like to see in a class are convertables based on a Windows system, because ...

a) they come with keyboards;

b) they give you flexibility with software (better than apps);

c) once your tired of the OS or it doesn't work properly anymore, you can install a Linux derivate.

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The "Teach with tablets" webpage informs schools about the benefits and challenges of using tablets in school.

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Module 1: 10 Big Concerns About Tablets In the Classroom

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Module 1: 10 Big Concerns About Tablets In the Classroom

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This entry on the Edudemic blog from 2013 lists some common fears in connection with the use of tablets in the classroom.

1. I think it is very important to address those fears before tablets are introduced in a school, because teachers who run into trouble will fall back on them and use them as (legit) excuses when things go wrong.

2. At least a school should be aware of these concerns and but policies into place how to handle them should they occur.

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"Tablets vs Textbooks" list a number of advantages and disadvantages of both approaches. The arguments listed could be a good way to discuss chances and dangers of tablets before a decision is reached and also allows to put some policies into place which could reduce the biggest fears of some teachers.

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Should tablets replace textbooks in K-12 schools?

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Module 1: 7 Reasons Why Tablet Shouldn't Be Used In School

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Module 1: 7 Reasons Why Tablet Shouldn't Be Used In School

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In his "Plan B" blog entry from 2013 Donald Clark gives seven reasons why tablets are a bad choice in education.

Unless you can address them, you should reconsider bringing tablets to your school (unless you're talking about a convertable device).

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1. Do pupils buy them? NO

I'm writing this on a laptop. I have an iPad but wouldn't dream of using it for research, note taking, writing or business. It's used in our house as a sort of look-up device, more 'search, see and watch' than 'write, create and work'. My kids never use it. When I asked them if any of their mates had bought one, they laughed. No way, "Well pricy for what it is - they all have laptops". They want something for Facebook, WhatsApp, Snapchat, email, sound/video editing, games, coding and bitorrent. Of my two sons, one has a Macbook, the other a juiced up PC. I never use my iPad as I'm mostly writing and communicating - it's just too awkward and limited.

2. Do students buy them? NO

Beyond school, college and university, students seem to prefer laptops, again for note-taking, essay writing and so on. They want the flexibility of a full-milk computer, not a 'look-good' consumer device. Our lecture halls are not full of tablets. Students research, communicate and, above all, need to write substantial amounts of text, even code. Tablets don't do it for them.

3. Do employees use them? NO

Then there's the workplace. I've yet to see a workplace that has decided to standardise on iPads or tablets, unless it's for esoteric reasons around 'agency' image. Again, at work, people want full-milk, networked computers that allow them to do functional tasks, quickly. When I see an iPad in the workplace it's usually in the hands of an older person at meetings, where they finger-peck notes (slowly), struggle to download documents and spreadsheets, and are often the very people who demand paper copies of all the working papers before the meeting. I'm happy with my £299 netbook and no paper.

So why this rush to get iPads and tablets into schools?

Putting aside this buying evidence, why the obsession with iPads? I don't buy the arguments and wouldn't buy the kit. If, like me, you see education as producing autonomous people who can create a life where they feel confident with technology, gather skills in its use and get the most out of it at home and work, an iPad or tablet is an odd choice and here's why....

Core to primary, secondary and tertiary education is the basic skill of writing. Children need to be encouraged to write a lot to learn, whether it is note taking, assignments, reports, data manipulation, creative writing or essays. Touch-screen keyboards are awkward with high error rates and the process of storing, networking and printing from iPads is tortuous. This takes us back to the Victorian slate, indeed it is worse than a slate. I have one and find it easier to write on the slate than type into an iPad. Interestingly, you may hold young learners back from writing by providing a device that is so hostile to its creation. To respond by saying that you can buy keyboards for tablets is to admit defeat. It's saying tablets only work when you turn them into laptops. And the additional costs?

Tablets are for content consumption, laptops content creation. Just because things look good on an iPad doesn't mean they're easy to make on an iPad. The tools of creation in most trades and areas of art and design are very different from the tools of delivery. Try using Photoshop or Illustrator or 3D Studio on a tablet. Try doing pixel by pixel selection, layers and pinpoint adjustments. The screen is simply not big enough for this sort of work. It's a hand held device not a working tool. Tablets are rare in the world of work and the writing, keyboard skills and skills with tools you may need in the real world of work are unlikely to be learnt on an iPad.

Whatever the aims of learning IT/ICT/coding in schools, I don't think the iPad or tablets are appropriate. Learning how to manipulate a spreadsheet on an iPad is painful. Learning to code, ridiculous. Who in their right mind would use touchscreen to code, which involves lots of detailed writing, deleting, inserting as well as a more open environment.

8. Consumer not learning device

Above all, the iPad is a CONSUMER device, read not write. It has a role in learning, especially with pre-school and early years children but beyond that there is no serious argument for large scale investments in tablets. The proof is that when real school kids and students buy computers, they do not buy tablets. They buy computers, netbooks and laptops.

Here's a school that " swapped its laptops for iPads and wantsto switch back, the staff room is full of regret " and teaching problems were clear. Technically they proved a nightmare. Many teachers and teacher resources are in Word and Powerpoint, which has proved a problem in some schools. Some teachers have had to resort to remoting content, leaving you open to connection problems. There were also problems with the iPads 4:3 output on screens and web/proxy filters. But the big one is storage and the lack of a USB port. This means using more complicated methods such as Dropbox with all the attendant problems. It is not a teacher-friendly device. Without a deep understanding of software and teacher-needs, the advantages for learners may go unrealised.

iPads are expensive to buy and repair, and are difficult in terms of networking and peripherals. They are designed to be used casually in the home, not in school, the lab or classroom. This is born out in Honywood Community Science School, a recently formed Academy, that bought 1200 iPads at a cost of £500,000 where half are now broken. So there's a real question over the robustness of the technology in a school and in school bags, where they get knocked, dropped and scratched. What's more, 20% of those sent for repair were on their second trip, some on their third. Although parents were asked to pay £50, the devices cost £400 each and there seemed to be a problem with getting pupils to look after something which they hadn't bought. The true cost, when one adds actual repair costs will prove very high indeed.

A very knowledgeable person, who attended a high-level Government meeting that arranged to get tablets into schools, told me that it was painful and shambolic. The school got its donated tablets from the global IT company and they were duly delivered to the school, where the Headteacher hid them from the teachers. The whole exercise was a case study in how NOT to use technology in schools i.e. buy a load of cool kit, deliver it in boxes and hope for the best. This is the danger with tablet projects, the driver is rarely a full needs analysis on the most appropriate technology and that people are driven by Apple hype or Apple fanboy advisors. We need to avoid bandwagon, vanity projects that assume what's consumer cool for adults is cool for school.

I've spent the whole of my adult life encouraging the use of technology in learning but want to make sure that we don't repeatedly shoot ourselves in the feet with projects that have not taken the above seven points into consideration. To be honest I'm not at all sure about shoehorning technology into classrooms. Let teachers teach or if you do introduce this stuff - use a good portion of budget for teacher training.

Good technology always has an allure and iPads have tons of allure, but it's an allure that appeals to adults not children. I can see a use for tablets with young children 3-9 and perhaps in special needs. Once beyond the basics of play, the iPad is a luxury that schools cannot afford. Neither are they desirable in terms of the type of learning that schools largely deliver. These initiatives are often technology and not learning-led.

Note that this is not an attack on iPads and tablets. I bought one and like it. It's a set of arguments against their use in education. Learners at school, college and university do not buy them with their own money. Neither do they use them when given the choice. Even if they were provided, they are largely inappropriate for writing, tools, IT/ICT/coding and other curriculum tasks. That's because they are essentially output, not input, consumer devices, read not write, with an emphasis on consumption, not creation. Teacher friendly they are not.

PS
I'm conscious that I may be missing something here and keen to hear about research on actual improvements in attainment, as opposed to qualitative surveys and questionnaires.

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1. Do pupils buy them? NO I'm writing this on a laptop. I have an iPad but wouldn't dream of using it for research, note taking, writing or business. It's used in our house as a sort of look-up device, more 'search, see and watch' than 'write, create and work'.

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Module 1: What classroom challenges do I already face or do I anticipate facing when using tablets?

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Module 1: What classroom challenges do I already face or do I anticipate facing when using tablets?

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There are a number of challenges when a teacher uses tablets in class (some of which are not unique to tablets):

1) As other devices (even books) tablets allow the student to learn on his/her own pace. Basically that is a good thing. However, students and teachers don't always have an agreement on what one should learn at certain times. A tablet (like a PC or a smartphone) provides ample opportunity to engage in material which is more interesting (but maybe less educational) than what the teacher thinks a student should learn.

2) The more sophisticated a device gets, the more problems can occur. There are trivialities like low batteries, not enough memory or applications (Apps) which don't work properly or freeze. But there are more challenging technical difficulties like when one discovers in the middle of the project, that the installed applications miss urgently needed functionality or this functionality comes at a price.

3) Tablets like other smart devices are expensive, therefore they should add value to teaching and learning. But if teachers and students don't know how to use the devices to improve their situation and to teach or learn critical skills, not much is gained.

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Module 1: What whole-school challenges do I already face or do I anticipate facing when using tablets?

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Module 1: What whole-school challenges do I already face or do I anticipate facing when using tablets?

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There are some challenges when schools start using tablets I would like to put them in three categories: Student's behaviour, accustomed teaching practices, parent issues.

Let us start with the last one: Parent issues

a) Some parents have willingly decided to protect their children from ICT influences by either restricting ICT use entirely or temporarily. In case the school promotes a tablet which accompanies the child back home, the school trespasses into territory it doesn't have a right too.

b) When schools introduce tablets, funding is a problem. Therefore they try to financially involve parents. At least in some countries, these is against the constitution. Sometimes cost are hidden, when parents have to sign that the device will not suffer damage or when schools think students would "like" to buy the tablets after three years of use.

The second concern is student's behaviour in and outside of class.

1) Once students have tablets (or other devices available) there might be problems when to use them and how to use them. Exchanging of information can be helpful in learning, but just chatting or sending results certainly isn't. Now, we shouldn't think students don't practice such things already. But by introducing tablets legally into the classroom we might see an increase in such behaviour.

2) In case the students take tablets home, boundaries between private and public life experience some further erosion. We already have to deal with the missuse of social networks (cyber bullying) on a nearly daily bases (with only a minority of students involved), but such behaviour is likely to increase once contacts are available through an official channel.

3) Students might not like the increased "workload" they phase when tablets are used in a proper way. Instead of just sitting in a cosy chair and pretending to listen to what tales a teacher is telling, suddenly the supposedly fun tablet is turning into a device which forces students to think and to produce (while leaving a digital trail a teacher can inspect).

The third concern are teaching practices.

Some teachers might not use the tablet at all or only unwillingly, because they don't know how to handle it, because there are more at ease with traditional teaching technology, or because they think that other approaches will be more benefitial to student learning.

Some teachers might be tempted to just use the tablet as another information (consumer) device, they enrich their lessons with funny pictures, Youtube videos and animations (some of which might be helpful) and send students off on quests for even more facts by using Google or Wikipedia (which most students don't really understand). After the novely of such an approach has worn of and students didn't get better in traditional tests (apart from when they are cheating), teachers and students will feel disappointed and the tablet joins the increasing crowd of gadets not really used for learning.

Some teachers might introduce tablets with great enthusiasm, but what they do could be confusing to students (because of technical problems or because the teacher doesn't understand the usefulness of a tool). They will waste valuable teaching and learning time and the students will not progress as much as they should.

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Webwise has compiled a list of 10 things you should consider if you and your students want to stay safe while using tablets.

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Tablets and Internet Safety: 10 Things to Think About

Is your school considering introducing tablets? Or maybe you have recently started using them? If so, you have probably spent some time thinking about network security, broadband capacity, technical support, data protection and a host of other issues that arise.

Tablets and internet safety in schools

To help ease the burden, we've compiled a list of 10 internet safety considerations worth keeping in mind, when introducing and using tablet devices in schools:

1. When can the tablets be used?

In schools, just like in businesses, unfettered access to internet enabled devices can be a serious distraction and productivity killer. Schools should think about restricting the use of devices to designated time periods during the day or to when students have the expressed permission of a teacher. Regulating tablet use is also important so that students socialise and develop friendships. If students spend every free moment browsing the internet on their tablets they might be disinclined to interact with each other and may struggle to settle into a new class group.

2. Don't forget about the cameras!

If you ask teachers using tablets about internet safety issues, the first word out of their mouths invariably is... cameras! Practically all tablets contain good cameras. Whereas inappropriate websites and apps can be filtered and blocked, it's more difficult to disable cameras. Unless schools have clear guidelines on when cameras can be used it is easy to see how the sharing of unforgiving photos, memes and doctored pictures could get out of hand and lead to abuse and cyberbullying. You should think about adding a section dealing with photos to your Acceptable Use Policy (AUP). You need to decide if taking photos on school grounds or when participating in school activities is something you want to prohibit completely, allow only with permission, or allow under certain specific conditions.

3. Indicate clearly how the tablets can be used.

You need to decide from the start whether tablets are only for educational purposes or if you'll permit other uses. Is it ok to play Angry Birds at lunchtime? Can students stream music to listen to while they do project work? Try to show students how to use the tablets most effectively so that introducing tablets really does enhance their learning. You also need to think about putting protocols in place around installing apps or accessing online games. Again, all this can be embedded in your AUP policy.

4. Bringing the school into disrepute via social media.

There are a range of social media tools that allow us to interact and keep in touch. As tablets provide easy access to social media services it is important to make members of your school community aware of the principles they are expected to follow when using social media, particularly in relation to school. Everyone has a responsibility to protect the reputation of the school. Do you think it is appropriate to discuss personal information about pupils or staff on public online fora? If not, you need to be very clear in letting everyone know what the consequences are for doing this.

5. Keep on top of trends.

New applications and websites are constantly being developed for the teen audience. Snapchat was the big hit of the last year but there's no telling what might be next. Schools using tablets need to stay on top of the apps being used by teenagers so that they can keep their lists of acceptable websites and apps up-to-date and relevant. The Webwise website and social media channels aim to keep teachers aware of any emerging internet safety concerns.

6. Make sure everyone knows what's expected of them.

Putting together policies covering the use of tablets in your school is important but it is only the start of the process. Writing a policy, getting it signed, and filing it away is not sufficient. You need to make sure everyone (students, teachers, other staff and parents) knows what's in the policy and puts it into practice. If something goes wrong, you need to be able to show that you have taken steps to implement and regularly review your policies.

7. Monitor students' use of the tablets.

There are several ways of monitoring what sites and apps are being used in your school. You can regularly examine web access log files for any unusual patterns or evidence that undesirable sites are being accessed from your network. Alternatively a class tutor might perform regular spot checks on the tablet devices. Schools can also reserve the right to check what apps students are using. Monitoring and regulating which apps are downloaded by students helps ensure that tablet use is appropriate.

8. Not all children are technology experts.

While children might appear to be very adept at using tablets this doesn't necessarily mean that they have the digital literacy skills to match. Like adults, some will be more expert than others. Often they struggle to establish which online sources of information are most authoritative and trustworthy. Most students will also need to be educated on checking the legitimacy of online offers, so that they avoid scams, and on being cautious about downloading suspicious files that might contain viruses.

9. Educate students on internet safety matters as they arise.

The experiences of using tablets can be used to integrate internet safety teaching points across the entire curriculum. If a teacher asks students to take screenshots, the teacher might then remind students that screenshots should be used to record evidence of cyberbullying.

10. Consult with students when updating your AUP.

The more students use the internet the more likely they are to encounter and be aware of online risks. When updating your school's Acceptable Use Policy get input from the students, as this will give them a sense of ownership over the rules. As you learn from experiences of using tablets in schools be sure to update your AUP accordingly. An AUP is of use only if it updated regularly.

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Tablets and Internet Safety: 10 Things for Schools to Consider

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Is your school considering introducing tablets? Or maybe you have recently started using them? If so, you have probably spent some time thinking about network security, broadband capacity, technical support, data protection and a host of other issues that arise.

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Module 1: Tablets I Use(d): Asus Transformer

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Module 1: Tablets I Use(d): Asus Transformer

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The first tablet I used was an Asus Transformer. I bought it mainly for two reasons:

1) It comes with a keyboad dock (including a battery).

2) It runs for more than 12 hours.

Many times, I took it along to conferences or courses and it always served me well.

Long before Office 365 came to tablets, I could edit word documents by using textmaker. However, for heavier tasks I always prefered a notebook.

Up to now, I still use the device occaisonally.

Wikipedia gives you the technical details of the device:

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The Asus Eee Pad Transformer Prime was announced by Asus in November 2011 as the successor to the Eee Pad Transformer. A teaser video was released by Asus on 19 October 2011, showing a slimmer design and a rear camera with LED flash.

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Module 1: Tablets I Use: Asus Transformer Book T100 T

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Module 1: Tablets I Use: Asus Transformer Book T100 T

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As I wrote I like tablets which come with a keyboard. But as useful as the Android device was, there were many occaisons it couldn't do the job.

Therefore I decided to go for a Windows version of the model. It included a keyboard, 2 GB of Ram (which surprisingly was always enough), 32 Gb of internal storage (which was predictably not enough) and a keyboard with a built in 500 Gb harddisk (without I couldn't really use the device). Compared to Android tablets the touch screen has a low resolution and there are neither a back camera nor GPS functionality. The battery lasts for about 9 hours.

At a first glance there isn't much improvement when you compare the device to the several year older Android device. However, the Windows version is much faster (obvious when you browse the net) and it is far more versatile because it runs every conceivable Windows software. You can even install an Android emulator and run Android apps on it.

But why is running a multitude of software so important (at least as a teacher). Simply because it allows you to get your work done. If you don't believe my, try these tasks on an Android or iOS-based tablet:

a) Use formulas in Word and let the computer calculate the solutions.

b) Edit a text document (move text blocks around), a HTML page or copy a link into your LMS.

c) Edit a picture (not just crop it or make the colours look funny).

d) Draw a graphic with some details, a concept map or change a musical score.

e) Calculate a statistics or construct a geometrical visualisation of a mathematical problem.

f) Edit a video and convert it to a different format.

g) Translate words in a document while you're reading it on the fly or write a document which involves more than one (non-European) language.

h) Open documents you have written fifteen or even twenty years ago.

i) Do any other taks "normal" people don't have to deal with.

I can do all this task (at least theoretically) without major problems on the Asus Transformer Book (Windows), but most of them I can't do on the Asus Transformer (Android).

Just to show how important software is, here is a list of what I am using at the moment:

1) Microsoft Office 2013 with mathematics plugin

2) Corel Graphics (vector drawing suite)

3) PaintShopPro (photo editor)

4) R (Statistics programme)

5) Opera, Firefox (and some other Browsers)

6) HTML editor, Filezilla and other webtools

7) Chinese Reader 7 (translation software)

8) TeamViewer (connecting to other computer)

9) LaTex (publication software)

10) Python (programming language)

11) Virtual system software

12) Android emulator

Even though Windows 8 allows for apps, I don't normally use them, because most of them are inferior to a full fledged software or to using webpages natively.

For some more technical details see the Asus homepage:

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ASUS Transformer Book T100TA | 2-in-1 PCs | ASUS Global

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ASUS Transformer Book T100 is a 10.1-inch ultraportable with an Intel Atom Z3740 processor and a detachable IPS display than can be used as a Windows 8.1 tablet. Office Home & Student 2013 is preinstalled for productivity.

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Once a decision is reached that tablets are the way to go, the "Tablets for School" website list some basic facts about what tablet to choose.

Personally, I prefer a tablet which is based on an Intel architecture because it will run Windows (see entry about the Asus Transformer Book) as well as open sources OS like Ubuntu (Linux)

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Module 1: Special Education: Tablets And Visually Impaired Or Blind People

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Module 1: Special Education: Tablets And Visually Impaired Or Blind People

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Tablets are easy to use. When you've got eyes to see. Once you can't rely on visuals they become difficult to use. Incojobs who informs about blind and low vision people has tested different devices (different operating systems) on how well visually impaired people can use them.

According to them the iOS devices can second after convertibles (tablets with keyboards).

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In November 2013 we tested three tablets with blind users: Google's Nexus 7, Apple's iPad mini, and Lenovo's ThinkPad Helix, a Windows 8 hybrid with detachable screen.
The tests with users were complemented with technical tests of the three devices. This article provides a summary of results and describes the background and approach followed.

Separate articles cover the individual results:

Two articles investigate general difficulties for non-sighted users using tablets:

Summary of results

Below, we list the pros and cons for each of the tablets (operating systems and screen readers) tested.

Note: List entries marked with * (asterisk) are often important determining factors for blind users choosing a device, but are not results of our tests.

iPad mini, iOS 7, VoiceOver

Pros of iPad mini

The best and most mature touch interaction concept

Most fluent and most understandable screen reader

Haptic home button to return easily to the home screen

Most comprehensive naming and labelling of controls

Most comprehensive output of the role and value of controls

Most comprehensive and intelligible interaction hints

Best implementation of switching on and off of the screen reader

Best start screen, good discoverability of apps

Good virtual keyboard

Technical implementation with very few bugs

Fluent set-up process with screen reader turned on (but no upfront tutorial)

Best implementation of unlock function

Best PDF manual (accessible)

Largest choice of accessible apps*

Cons of of iPad mini

Names of controls at times not sufficiently descriptive

Non-modal pop-ups for data entry can easily lead to data loss

Some issues with focus management (e.g., after closing pop-ups)

Some issues regarding user guidance (e.g., missing dialogue to save data entries)

Nexus 7, Android 4.4., TalkBack

Pros of Nexus 7

Mostly good implementation of functions and processes

Good modal design of pop-ups

Names of elements at times clearer as on iPad

Usable OS interface, but separation of library (start screen) app screen more cumbersome than on iPad

Good virtual keyboard

Overall usable set-up process with screen reader turned on

Upfront tutorial of gestures during set-up

Workable unlock function (but harder than on the iPad)

Cons of Nexus 7

Less mature touch interaction concept compared to the iPad

Screen reader less responsive than on the iPad, occasional glitches requiring repeat actions

No haptic home button

Even standard apps (calendar) show serious gaps in the implementation of functions, calling into question the day-to-day utility of the device

Gaps in the naming and labelling of controls

Redundant focus positions of controls

Roles of controls not consistently provided

Error-prone gestural activation of screen reader for set-up process

Some obstacles during set-up process with screen reader on

Half-baked system updates cause changes (some improvements, some changes for the worse)

PDF manual only in English

ThinkPad Helix, Windows 8.1

Pros of ThinkPad Helix

Overall understandable start screen with tiles

Haptic Windows button to return easily to the Windows start screen (Modern Interface)

Usable screen reader output

Mostly descriptive names and labels of controls

Good but at times cumbersome interaction hints

At times good user guidance (e.g. dialogues for saving entries)

Overall good focus management, but weaknesses in the focus order

Usable virtual keyboard, but some weaknesses (diffcult interaction for hiding keyboard)

Possibility of running office applications (but this requires an external screen reader like JAWS, NVDA or Window-Eyes and usually also a keyboard)*

Cons of ThinkPad Helix

Less mature touch interaction concept which deviates strongly from that of market leaders iOS and Android

Frequent focus loss when using flyout menus (charms bar, apps menus)

Insufficient disambiguation of gestures, frequent touch input problems

Even standard apps (calendar) show serious gaps in the implementation of functions, calling into question the day-to-day utility of the device

Weaknesses regarding the focus order of elements / controls

Inexplicable volume fluctuations of speech output

Often missing keyboard echo when deleting erroneous user input

Redundant focus positions of controls

Implementation of screen reader appears flaky and immature, inexplicable variations of screen reader output of elements

The dual desktop (modern and classic) difficult to grasp: Narrator not sufficient for classic desktop *

Long and error-prone path to accessibility settings

Wake-up and unlocking of device more cumbersome than on iPad and Nexus

PDF manual incomplete, inaccessible (but information about Narrator on the Microsoft website)

Conclusion

The iPad is the clear winner, offering the best accessibility for blind people. The Nexus still shows significant accessibility issues and gaps which put a question mark on the day-to-day utility of Android-powered devices for blind users. Windows 8 comes in third place. The touch interaction model is still error-prone and the implementation of accessibility of the Modern interface and core Windows apps via the built-in screen reader Narrator still fees half-baked.

Interpretation of of results

The result is not really surprising and confirms experiences by blind users who tried to use Android on a day-to-day basis and gave up after a while - compare Marco Zehe's or Chris Hofstader's reports. Windows 8 tablets have a special role as they are usually sold as a hybrid / convertible with a keyboard, and are presumably mostly used in desktop mode with external screen readers.

Our tests have shown that blind users without prior experience with touch devices need some time before they can use a tablet confidently and independently. There are significant individual differences. Some users approached the tasks systematically and progressively understood the device and the interaction mode, others were more spontaneous and exploratory, which often led to discoveries but also caused frustration. Some users were quickly confident in applying the basic gestures (swiping, double-tapping), others struggled for a prolonged period, again and again running into problems such as focus loss through unintended touches. The interpretation of speech output (such as interpreting the meaning of a control) equally differed a lot between users. General results are provided in the articles Blind people using touchscreens: The issues and Interface issues when using tablets with screen readers.

With all users it was apparent that the use of touch devices became easier during testing. Still, hints by the test facilitator were often needed when users got stuck, involuntarily opened apps, or happened to call up states that were unrelated to the task at hand. Some of the user actions were easy to carry out, others proved very difficult or even impossible to accomplish with the screen reader. More about that in our post Tablet test with blind users: A comparison of common tasks.

Why test tablets with blind users?

Tablet devices are increasingly used alongside and in addition to traditional desktop workplaces - and this includes blind and low vision users. They are also taken to off-workplace locations (meetings in other rooms or at clients' premises) for a variety of purposes: navigation and orientation, simultaneous communication, note-taking or browsing, or the capturing/scanning of flipcharts or documents.

This is why we wanted to find out to what extent tablets can be used by blind people without prior experience of touch devices. We have compared the most common tablet operating systems: iOS, Android and - currently a distant third - Windows 8. Further tests will focus on the accessibility of tablets for visually impared users.

A two-pronged approach: Initial set-up and common tasks

The user test was split in two parts: the Initial set-up test, and the common tasks test.

Initial set-up test

In the initial set-up test, we wanted to find out to what extent blind users without previous exposure to touch devices would be able to start using a tablet from scratch - from finding the button to turn on the device, to activating speech output, to registration and the use of tutorials and documentation. The test started with a minimal introduction and explanation of physical device layout, screen reader activation and the main touch input gestures. To separate the principal operability for blind users from the problems occurring in first-time use, the installation process itself was then investigated in more detail in an additional expert test.

The initial set-up of tablets was tested only for the iPad and the Nexus 7. The ThinkPad Helix comes with a keyboard which makes installation with touch a rather theoretical exercise. Also, Windows 8 is a full-blown desktop operating system and is in any case hard to compare to the mobile operating systems iOS and Android. Detailed results are provided in the article Tablet test with blind users: initial set-up comparison.

Common tasks test

For the common tasks test, we defined five generic tasks: Unlocking the device, making a new entry in the default calendar, calling up a page in a browser (URL entry), revisiting the calendar entry, and changing the default speaking rate setting. The tests showed to what extent blind users would be able to carry out these tasks without sighted help. We recorded the accessibility problems users encountered. When users got stuck, we provided help and took note of this fact. Detailed results are provided in the article Tablet test with blind users: A comparison of common tasks.

Additional technical tests

The common tasks tests revealed a number of deficiencies in the apps used. We took a closer look at the three calendar apps (iOS, Android, Windows 8) and listed the issues found there in our technical tests. Examples of issues are not sufficiently descriptive names of controls, missing output of element role or preset value, problems with focus management, or plain software bugs. Detailed results can be found here:

The test users

As test users for both parts, we selected blind users with experience in using desktop computers with screen readers in a professional context, but without prior knowledge of touch devices.

The basic tasks tests brought up a range of problems that were also partly related to the different dispositions and usage strategies of our test users. Due to the low number of test users, our results cannot claim statistical significance. Nevertheless, the tests revealed many accessibility problems and gaps, especially where input in screen reader mode was difficult or impossible, but also in terms of the naming/labelling of functions and the provision of user instructions and adequate feedback after user input.

Devices tested

Our choice of devices spanned the three most common operating systems. Our choice of actual devices / form factor was influenced by what we had at hand:

an iPad mini running iOS 7 (verified / amended in iOS 7.0.4)

a Google Nexus running Android 4.2 (verified / amended in Android 4.4.2),

a ThinkPad Helix running Windows 8.0 (verified / amended in Windows 8.1)

Transferability of results

We assume that most of our iOS and Android testing results can be transferred to its larger siblings, the 10 inch iPad / iPad Air and the Nexus 10 tablet (as far as these run under the same OS version). The results for the ThinkPad Helix are probably transferable to other tablets running Windows 8 / 8.1 (apart from the position of physical buttons on the device). We were unable to verify to what extent our Windows test results can be transferred to Windows RT. Here we would be grateful for hints and comments.

The Nexus test results, however, cannot simply be transferred to other tablets running Android since these often use a custom interface preinstalled by device makers such as Samsung, HTC, or Huawei. These interfaces, also called 'skin' - differ from Google's default Android operating system and are often less well integrated with the built-in screen reader, TalkBack.

Since Google's 'Vanilla Android' is usually most accessible compared to other skins, we therefore picked Google's Nexus device for our tests. This choice also ensured frequent OS updates, meaning that the test was most likely to reflect recent accessibility improvements of the Android operating system, the Google apps used in tasks, and the built-in screen reader, TalkBack.

The problem of updates

The frequent updates of mobile operating systems indicate an important caveat. For a testing scheme like ours that involved the definition of a test instrument with tasks, the acquisition of test users, the scheduling of tests spread over several weeks and finally, a period of aggregating and analyzing results, mobile OS updates present a problem: they are just too frequent.

For our results to be most relevant for users considering the purchase of a mobile device, we have decided to check our tests results against the latest OS version that was available to us (which is the one buyers will get when purchasing a suitable new device - and with regard to Android, most suitable usually means a device running Vanilla Android). This meant that some earlier test results with users may needed to be qualified and partially revised.

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Tablet test with blind users: Overview | INCOBS

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In November 2013 we tested three tablets with blind users: Google's Nexus 7, Apple's iPad mini, and Lenovo's ThinkPad Helix, a Windows 8 hybrid with detachable screen. The tests with users were complemented with technical tests of the three devices. This article provides a summary of results and describes the background and approach followed.

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Module 1: Tablets and the Long-Term Perspective

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Module 1: Tablets and the Long-Term Perspective

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At the moment everybody talks about tablets, but as teachers we are not just concerned about the now, we think about the future quite often.

Looking at how fast tablets (as a still emerging technology) are evolving you also have to ask yourself: How can I protect my investments? And I don't mean the costs for such a gadet which are getting cheaper by the day.

I'm talking about the time it takes unit you have really mastered a device and the time you need to create content. It doesn't matter whether you use Android or iOS, after only a few years, you can't use your devices anymore, because newer software (or apps) don't work anymore or because those apps now offer a different functionality or use a different format for the products you've created.

You can end up as a prisoner not only in a certain eco-system but also tied to an ever shrinking world of possibilities your device is offering you.

This becomes especially evident when you compare this trend with devices which try to offer backword compatibility like a Unix or a Windows system. Can you imagine that you will still use part of your work you've created several years back?

In case you're a teacher in mathematics or natural science (or even a language teacher) it is very likely that you can still make good use of materials you've produced (or collected) years ago. And let's be honest, if you are not one of the teachers who buys every worksheet used in class, you want have the time to update every lesson every year you teach it again.

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I have to admit that I use Android devices mainly for content consumption, maybe apart from their ability to quickly and conventiently record some audio or snap some pictures.

But for real content creation which might envolve a word processor, some mathematical or statistical software, a vector graphic software and advanced editing of pictures or sounds, I prefer to use my notebook or my Windows tablet, because it allows me to use all the software I also use in school and at home.

In addition using a keyboard and a mouse allows for much more precise work than using your finger on a touch screen. A noteworthy example are tablets which use a pen like the Samsung Galaxy Note 10.1.

Apps which are specialized to do one thing well, usually don't offer the functionality you need in a more complex design process.

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Module 2: Using Moodle As A Central Repository

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Module 2: Using Moodle As A Central Repository

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Once you use ICT in your class you might end up using many different ressources. A good way to organize them is a Learning Managment System like Moodle.

The following screen shot shows an example

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Module 2: Using Padlet To Curate Material For ESL

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Module 2: Using Padlet To Curate Material For ESL

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Using a closed LMS has many benefits, but sometimes you'd like to share some material with colleagues. Padlet allows you to do so easily.

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Before smartphones and tablet became ubiquituous GeoGebra was based on Java. But because most smart devices don't support Java and because of security holes in the Java implementation, GeoGebra has shifted to HTML5. As a concequence of this shift I'm now updating all my old files.

You can see an example here:

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The website "LearningApps" provides an easy way for teachers to create small interactive exercises or quizzes. As an additional benefit those works can be exportet into an LMS.

Look at an example:

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Drag the sentences into the correct box.

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Module 2: Content You Will Create With Your Class

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Module 2: Content You Will Create With Your Class

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There are three main areas where content creation with a tablet (or smartphone) makes sense to me:

1) Taking pictures or producing short videos.

2) Recording audio.

3) Making use of data in a geolocation context.

Taking pictures

When it comes down to pictures or short videos very often smartphones (at least the Android ones) are more convenient than tablets because they ...

- have better cameras

- they are smaller (no shadow in your picture when you go close).

However, due to the bigger screen size it is easier to edit pictures and movies on a tablet than on a smartphone. However, for this step you will probably prefer a fully grown personal computer or notebook anyway.

Recording audio

I didn't compare the quality of audio records between smartpones and tablets, but I guess that for recording a smartphone would be more convenient because it is less visible than a tablet. When it comes down to exact editing of audio once again you will prefer a device which allows for precision and is more flexible than either one of those mentioned devices. But you certainly don't want to take a notebook along to do an audio recording, unless you can set up a professional microphone or work in a studio.

Making use of data in a geolocation context

Both smartphones and tablets are great when you have to get geolocation information on the fly. There are real cameras now which offer a built in GPS receiver, but in phones and tablets it comes for free. Doing the same with a notebook is a pain, unless you've got professional equipment.

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Module 3: How To Form Groups in Collaborative Learning

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Module 3: How To Form Groups in Collaborative Learning

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As a teacher you can form groups according to four different approaches:

1) Convenience grouping

2) Random grouping

3) Student grouping

4) Teacher grouping

All types of grouping have their merits and serve their purposes.

Convenience grouping

When students work together for only a very short time (a few minutes in a lesson) convenient grouping, e.g. working with your neighbour or the person in front of/behind you allows for quick interaction.

Random grouping

Random grouping (using cards, software or other means) is a good way if you want students to work with classmates they normally don't interact with. Because the process is random, students are willing to work with peers event when they don't like them very much.

Student grouping

Students either choose directly who they would like to work with or the groups are built on some preferences the students state themselves, e.g. everybody interested in topic A, but not B. This type of grouping can shorten the time before a group is ready to work before students know each other's strengths and weaknesses and are probably better able to work together than in a random group setting.

Teacher grouping

The teacher groups the student according to certain pedagogical criteria like building groups of "experts and beginners", avoiding the accumulation of "difficult students" in one group, or based on "language proficiency", etc.

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Module 3: Challenges and Pitfalls in Collaborative Learning

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Module 3: Challenges and Pitfalls in Collaborative Learning

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Collaborative learning is one of the more effective teaching approaches when it is done correctly. However, there are some common mistakes teachers can make when they introduce collaborative learning. The most common mistakes are:

- The task is not suited for collaborative learning, because students don't have to collaborate (they can either do the task alone or delegate it to one member of the group.)

- There is not enough time for the task. Teachers often think that working together will speed up the process, but this is not necessarily the case. Especially when a deeper learning outcome is the goal, collaborative tasks will take time.

- Students lack important skills for the collaborative task. They might not have the knowledge to successfully engage in a task, their communication skills might be not sufficient or they are missing the willingness to cooperate for reasons in- and outside the classroom.

- The task has not been properly structured: Just telling students to work together and produce something is normally not a successful strategy.

There are some other reasons why a collaborative task should be carefully managed.

- Depending on personal interest students are more likely to engage in the task.

- Some students (introverts) might prefer to work (and think) alone before they share with other students.

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Module 3: How Can You Assess Group Work?

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Module 3: How Can You Assess Group Work?

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When you have to assess group work a few questions arise:

1) At what level do you grade the groups work (individual, group, mixture of individual and groups)?

2) What do you want to assess: the process or the product?

3) Do students have to achieve the same goals or are they differentiated?

4) Who does the assessment?

Group or individual assessment

There are a variety of approaches you can do that:

a) You can give the same grade to all students in a group, regardless of their contribution.

b) You can give a base grade to all members of the group which you can adjust according to your own observations, the observation of other groups or the group members themselves.

c) You can give a grade for the whole group and one for individual work and weigh the two grades according to the lenght or complexity of the task.

Process or product

Depending on what is more important, training of skills or ending up with a product (knowledge, skill, product) it can make sense to either assess the process or the product. Of course you can also use observations from the process and results from the product togehter to get a grade.

Same or different criteria

Depending on the task (e.g. different products like posters, essays, films, comics, etc.) it can make sense to use a set of different criteria for individuals or groups.

Assessment through teacher, students, third parties

Assessments don't always have to come from a teacher. In case you have a good rubric (difficult to design in the first round) for a task students can either assess themselves or classmates. When they assess others it is a good idea to let each product be assessed by at least three different people. When you have a product which is presented outside of the classroom setting you can involve the public or experts to do the assessment.

Whatever approach you're using, you should keep two principles in mind:

- Finally you have to defend the assessment, because you're responsible.

- The criteria for the assessment should be transparent, preferably before the students engage in the task.

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Module 4: Lesson Plan: Making Your Own Sandwich

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Module 4: Lesson Plan: Making Your Own Sandwich

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This lesson plan makes use of a tablet (or smartphone) in two ways:

1) Student make a snadwich and upload a picture and a description of it to a Padlet.

2) Students discuss how tasty and healthy their sandwiches are and upload their discussion (for grading) to the school's LMS.

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Final Verdict: Why you shouldn't go for tablets

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Final Verdict: Why you shouldn't go for tablets

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Unless you are a digital novice you shouldn't use tablets in class. The main reasons are:

- They have limited functionality (even so software is getting better), mainly because they are not multi-tasking devices.

- There is no guarantee that you can use your creations in a few years, because tablets are still evolving fast and backward compatibility is not a major feature.

- Tablets are mostly consumer products (and great ones), but when you want to produce something, the miss the ability to make complex edits to texts (essays or computer code) or do precise work (as in video and audio editing or producing graphics).

The advantages of tablets over traditional computers like notebooks are covered even better by smartphones:

- Smartphones take better pictures.

- They are even more mobile than tablets.

Therefore my recommendation is to rather use notebooks (or convertables) in combination with a BOYD appraoch, at least in secondary schools. Otherwise you limit the students to a technology which could be outdated before they even leave school and they won't have to get used to standard software applications which are used in the diverse sectors of the economy.