In 2012 Trinity College welcomed it’s first full cohort of Foundation Studies students into a 1:1 iPad teaching and learning environment. In February this year approximately four hundred students began the full program which will run until December. In 2010 and 2011 we ran two pilot programs with a smaller group of students over a shorter time frame. Discussion of these pilots and the perspectives of staff and students can be seen in earlier posts, and in our first Report. A more formal evaluation of the second pilot is still forthcoming. See the previous post for some insights into how students from our first iPad Pilot performed in the 2011 February Main Program.
As the infiltration of mobile technologies into our classrooms and lecture theatres has become ubiquitous over the past two years, it becomes less imperative to be asking what are the academic benefits to students and teachers of mobile technologies, and more interesting to be asking in what ways we can exploit the presence of mobile technology to engage students more with interactive tasks, encourage broader questioning and critical thinking, and demand from students a greater involvement in their own learning – and particularly at Trinity, in the tools students can employ to further their English language learning. We feel that these objectives are not far away from realisation, and the anecdotal evidence gathered so far from teachers and students is very encouraging.