Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers

Gila Cohen Zilka

    Research output: Contribution to journalArticlepeer-review

    3 Scopus citations

    Abstract

    Purpose: Education systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education. Design/methodology/approach: The research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel. Findings: The findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments. Research limitations/implications: This study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why? Practical implications: It is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment. Social implications: How do learners use their laptops during lessons in school and in higher education? Originality/value: Acquiring skills in the process of learning and teaching that takes place in the classroom.

    Original languageEnglish
    Pages (from-to)364-380
    Number of pages17
    JournalInternational Journal of Information and Learning Technology
    Volume38
    Issue number4
    DOIs
    StatePublished - 2021

    Bibliographical note

    Publisher Copyright:
    © 2021, Emerald Publishing Limited.

    Keywords

    • BYOD (Bring your own device)
    • Digital learning literacies 21
    • Information and communication technology (ICT)
    • Lifelong learning
    • Teaching/learning strategies
    • e-readiness

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