Student engagement with 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: Multiple case studies of a program implementatio

The use of 1:1 tablet computer-based teaching is a rapidly increasing trend in education that calls for urgent examination, because such a fundamental change in teaching deeply impacts student learning and school budgets. The purpose of this study was to examine how 1:1 tablet computer-based teaching helps or hinders students' procedural engagement in learning in English, mathematics and history classrooms at a high school. The study employed a qualitative case study method to collect data about this new pedagogical approach without changing existing classroom settings. In these classrooms, the students were expected to take notes on tablets, work on digital copies of practice worksheets, and read text from electronic textbooks. The study found that a large portion of the student population, varying somewhat among subject areas , utilized tablet computers for non-educational purposes during instructional time and teachers were unable to identify such misuse of tablets. The results also reveal that most students would like to continue learning with 1:1 tablet computers because of the tablet computers' affordances, such as the ability to access multiple resources anytime, anywhere; organize learning materials; and track assignment submissions and grades. In conclusion, along with the various affordances that tablet computers offer for teaching, they divert a large portion of the students' procedural engagement in the English, mathematics, and history classrooms. Recommendations for practice address the need for educators to look for alternative ways to more productively use tablet computers in teaching, rather than the current manner and utilizing tablet computers for interactive or student centered lessons to improve students' procedural engagement. This can be achieved by providing teachers adequate training and time to prepare productive tablet computer-based lessons. In addition, integrating a software program that allows the teachers to control and monitor the students' tablet computers is so crucial to prevent tablet-driven distractions. Last an experienced technical support team needs to be available to promptly address technical problems that the teachers or students experience. This will encourage the teachers to prepare lessons relying on tablet computers.