The concept of using, while at one level obvious, represents a theme that emerged from the research representing some of the core activities undertaken while using a tablet device. From the intention to use a device at the commencement of studies, to the novel uses and the behavioural changes and opportunistic nature of some activities, to the use of the device as core to the learning, the range of uses are notably diverse. Any attempt to broadly categorise a usage pattern would lose insight into what a student does and achieves while using the device. Therefore the theme of “Using” has been further subdivided to give a better understanding of what it means to be a student using a tablet device.
Using a tablet device is but one aspect of the findings. Being a student is, however, undefined within the context of using a tablet device. Being a student that is engaged in using a device evoke images of a technically-savvy, computer-literate and connected youth that has clear
95 educational goals and objectives and knows how to achieve them using technology. However, as I have discussed in section 2.9, the notion of the technically-savvy student is lacking empirical evidence. In addition, commentators such as Flanigan & Kiewra (2018) suggest that notions of this type of students should be emphatically rejected. The findings emerging from the participants suggest that they demonstrate a certain level of technical competence, but not necessarily extensive technical competence. What does emerge are a range of common themes and common uses associated with tablet devices, in addition to a diverse range of uses to which devices are put.
In line with Venkatesh et al.'s (2012) concept of facilitating conditions, users typically have perceptions of what a device can do for them and how they can achieve a task with such a device. These are represented by Perceptions in the model, representing what participant perceptions are of device functionality and how they believe it can be effectively utilised to further their educational goals.
Nuggets are the unique, novel and innovative uses of the tablet device by participants which
are presented as comparable to Van Manen’s (2014, p.320) “rhetorical gems”. These are uses that in most cases could be achieved using another device (such as a mobile smartphone or a laptop), but within the context of the learning environment, the tablet is used for a number of reasons. In contrast to the concept of nuggets, there are other activities that are what might be expected uses of a tablet device, such as watching videos, browsing the internet and engaging with social media. These are explored in the context of the broader lived experience and how they contribute to the meaning of being a student.
Dipping in is an emergent theme almost universal across all participants. Frequently, the
“instant-on” feature of the tablet device facilitates activities such as the quick checking of email, looking up information, or, in more than one case, on a short subject-centric activity or a burst of creativity. This was consistently mentioned as a particularly attractive feature of tablet devices by participants. These uses of the tablet device are contrasted with other activities such as checking a smartphone for messages or missed calls, activities that are more cursory, more frequent and less engaging.
Participants in this study were undergraduate students in a higher education institution. Once outside of the campus and the learning environment, participants never ceased being
96 students. The contrast between student life and personal life was evident in the many uses to which the tablet devices were put. Not only were they used outside of the campus for academic purposes, but they were also used for non-academic, primarily entertainment, purposes. In one particular case, the device was used to learn a language, a use completely unrelated to the programme the participant was enrolled on. The contrast between academic and non-academic use of the tablet device is particularly noteworthy.
One of the emerging themes under Being, is whether the tablet device is an enabler of learning or a facilitator. Five out of the eight of the participants deemed the tablet device to be critical to their studies, stating that they could not manage without it. This raises the question as to whether the participants simply cannot see the utility of other devices such as laptops, or whether the tablet devices have become so ingrained in their learning activities that learning would not take place without the device.
While it could not be claimed that any of the participants conform entirely to Zimmerman's (2002) concept of a self-regulated learner, there was emerging evidence of participants displaying some attributes of self-regulation. Activities such as making lists, self-testing, researching beyond the core texts and requirements of a programme of study were evident. While this study did not expressly seek to investigate such traits, it is an area for further research. In addition, the use of earphones is presented as an analogue to Zimmerman’s concept of restructuring the physical and social context to achieve learning goals.
The difference between usability and utility was somewhat evident. Participants were acutely aware of the potential of their tablet devices, as demonstrated through uses such as “nuggets”. The participants were evidently proficient in utilising the devices to their fullest potential, tempered with an evident awareness of the limitations of the tablet and the need to revert back to devices such as a laptop when undertaking more involved activities such as report writing.
The present study uncovered a number of key themes in relation to the contrast between the use of tablet devices compared to laptops. One clear theme emerging is the physical attributes of laptops in comparison to tablet devices, with the tablet device offering a balance between battery life and portability.
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