Tablets and Smartphones in 21st Century Teaching/Learning Pedagogy

With the advent of technology, 21st century educators are adjusting to new roles as facilitators of education rather than lecturers or preachers of wisdom as in the past. In the past centuries, educators were viewed as ‘all knowing’ experts who were expected to fill up the empty brains of their ignorant students. These days students can be exposed to various learning opportunities, thanks to computer technology. The educator is no longer the only source of knowledge. The 21st century student is now floating in a global village and has a role in his/ her learning experiences. Educators who are being left behind in this ICT movement may regret too late when they are made redundant by computer technology. Old, senior teachers should not blame it on age since age knows no boundaries when it comes to learning capabilities. It is said that, ‘age is just but a number’… very true.

a) What is the place of tablets and Smartphones in the teaching/ learning process?

 Use of class Whatsapp groups (social media/ subject integration): Group work feedback on whatsapp, for example, posting videos and photos of class activities such as Project Based Learning (PBL) articles. 

 Whatsapp messages to parents and guardians to update them on student behaviour and academic progress or inviting them to school functions.

 Access to preloaded eBooks. 

 Dictionary/ Thesaurus Apps

 Apps such as SimpleMind app for brainstorming activities, Memoires app for diary records during field trips etc.

 Video recording when practising public speaking (listening and speaking) and role play activities.

 Videos explaining difficult abstract concepts and simulations

 Accessing exam revision papers on the web. The list is endless.

b) What are the challenges of using these devices at school?

 Parental negative attitudes: Some parents have witnessed serious abuse of smartphones and tablets by children (especially on social media platforms) so they now have a negative attitude towards use of these devices by students. Therefore, educators should reassure parents and guardians that they are going to manage the use of these devices very well. However, even if the child is denied use of a smartphone at home, he/she will still get access to it courtesy of a friend next door. That’s a negation of a negation, isn’t it? 

 Some educators avoid displaying their ignorance of ICT to students thereby demonising use of ICT devices for educational purposes. 

 The security of these devices is a major headache for schools especially the tablets that have been provided by Gauteng Education Department (GDE). It was a relief for students when they realised that they would no longer move around with loads of books since a GDE tablet would be enough to handle the eBooks. However, the joy has been short lived for some since quite a number have lost their tablets to thieves.

 Most schools do not have Internet Access, so browsing the internet is not possible. In this case learners underutilize these ICT devices since they just use them to access preloaded eBooks only.

c) How to overcome these challenges:

 Educators should be trained on proper management of the gadgets in class. Students can’t be allowed to do as they wish. Educators should be trained on proper tablet management. 

 Students should be made aware of mobile phone etiquettes (mobiquette) before they use the ICT devices at school. Etiquettes refer to a set of rules that govern how an individual should behave to be accepted in society. Mobiquette (Mobile Etiquette) refers to certain rules that must be followed by someone using a mobile phone in an organisation. Smartphones and tablets are a necessity nowadays, but they can ruin an individual’s life if not properly managed. 

 A class that is out of control can only make use of the devices in pairs or groups to avoid individuals from straying.

 Harnessing the existent learner interest and background knowledge on the use of ICT devices as a springboard for guided knowledge acquisition is necessary. Why not take advantage of this fertile ground full of weeds and prepare the piece of land for fruitful harvests rather than to waste scare energy in stifling learner interest in 21st century skills. Unfortunately, some educators have been left behind by the 21st Century learners and are forced to pretend that they are on board only to surprise everyone when they crush- land in full view of the students. 

 Educators should make use of the students who prove to be more advanced than the class/ teacher by allowing them to assist those legging behind in technology. Children understand other children better than adults I assume. Such students are usually naughty, especially when they realise that they know technology better than other students or worse still, better than the teacher. If they realise that the peers and educator are not appreciating them, the class becomes ungovernable. Just put a crown on them to appreciate their background knowledge and calm is restored in the ICT in class. However, firmness should not be sacrificed for this option.

If well managed, smartphones and tablets can be handy in improving teaching/ learning pedagogy in class in which students are very active in the learning process and are engaged in higher order manipulative tasks with the aid of ICT devices. Learner centred approaches should be encouraged in the 21st Century era.