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):

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):

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.

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.

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.

You can see an example here:

Look at an example:

The following screen shot shows an example

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:

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:

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)

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.
   

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

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

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.

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.

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.

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.

- 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.

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.

- 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.

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.