Claims

School administration reported practical difficulties with tablet implementation, including teacher workload, battery life, and off-task device use

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The administration reported difficulties: heavy teacher workload, batteries needing frequent charging, forgotten tablets, technical problems, off-task game and camera use, an uncooperative software company, and lessons lacking needed multimedia. → Ibtesam Al-Mashaqbeh and Muneera Al Shurman 2015

Evidence

Ibtesam Al-Mashaqbeh and Muneera Al Shurman 2015

Ibtesam Al-Mashaqbeh and Muneera Al Shurman. (2015). The Adoption of Tablet and e-Textbooks: first grade core curriculum and school administration attitude. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079146

q2 · i? · qualitative · r1

Second interview question asked about difficulties and obstacles facing tablet and e-textbook use. The administration listed teacher workload and pressure, batteries needing charging every few hours, forgotten tablets, technical problems, students using games or the camera during instruction, poor software-company cooperation, and some lessons lacking needed multimedia. Qualitative; no effect size.

"It was a lot of work and pressure on teachers - Tablets bettery needed charg every few houers - Students some times forget their Tablets at home - Some techneqial prblems"

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-01
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.