1. Campus Seminar:
Viva le Tablet
Pretoria 12 June 2013
6/11/2013By Henry & Ansu Badenhorst
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2. INTRODUCTION
Presenter: Henry Badenhorst
6/11/2013By Henry & Ansu Badenhorst
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3. “Cant I just email you a link to my blog, miss?”
6/11/2013By Henry & Ansu Badenhorst
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4. Before CTI?
1. Educational aid worker in Somalia.
2. TEFL - Oman, Sudan, Taiwan and
China
3. High school teacher in South Africa.
4. ICT facilitator with Learnthings
Africa -
6/11/2013By Henry & Ansu Badenhorst
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5. What do I do @ CTI?
• English lecturer for both Business and IT
departments – Higher Certificate program.
• Semester 1: Academic English.
• Approximately 300 students (7 groups).
• Group numbers vary between 40 and 50.
• 24 Teaching hours per week.
• Used Tablet for entire semester 1 module.
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6. Methodology
Areas of Tablet utilisation:
1. Pre-loaded subject related digitised content
– Study Guide
2. Placement of learning material on student
server.
3. Transfer (viaBluetooth/Wi-Fi Direct) of learning
materials
4. Free applications – Google Play Store
5. Research
6. EWP
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7. 1. Digitized content
• Study Guides in digital format (soft copy)
were uploaded onto the Tab.
• Students did not receive a hard copy. Part of
our “save the trees initiative”(branch-by-
branch)???
• E-books and Digital Study Guides helped
students to have a centralised point to
access all their materials.
• My course did not require any E-books.
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8. 2. Student server
uploads
• All digitized materials students
needed, were uploaded onto the
student server (LAN).
• Students have access to this
server and could copy and paste
all materials from this server
onto the ‘hard drive’ of their
tablet.
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9. Student server uploads
• Students had administrator rights or
access. (Accidental cut & paste)
• Had to negate their administrator privileges.
• Further uploads had to be sent via e-mail to
the IT Department, who alone could upload
materials.
• This process prevented quick uploads and
caused frustration for me.
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10. Solution:
Bluetooth
Lecturer’s limited access to LAN to upload
• What was the alternative to make learning
materials available to my students?
• Bluetooth or Wi-Fi Direct became an apparent
solution
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11. 3. Bluetooth
 Alternative utilisation for Bluetooth:
 When the following conditions exist:
1. Projector = absent or not working
2. Teacher preferred Methodology =
PowerPoint presentations
 Solution: Blue-tooth & Wi-Fi Direct becomes
alternative tool to distribute PPT presentation
and allowing students to follow.
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12. Bluetooth
Steps
1. I would transfer the PPT or relevant materials
to my Tablet (e-mail/PC to Tablet via USB).
2. 5 minutes before the lecture, I would Blue-
tooth it to some students, who would pass it
along to the back of the class.
Drawback: Time consuming, (large class sizes)
BUT a good alternative in the case where
projectors are not available.
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13. 4. Google Play store
applications
• Google play Store can be used to download
and install useful applications.
• I found an offline English Dictionary and
requested students to download and install it.
• Even if students don’t have a hard copy with
them, they can still easily access the
meaning of words and terminology without
having to carry…..a dictionary weighing half a
ton with them.
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14. Other Applications
• Word Processing – King Soft Office (instead of Polaris
Office)
• Camera: Students can take screenshots of important
information on whiteboard or web info.
• Socrative: student response system that empowers
teachers to engage their classrooms through a series of
educational exercises and games via the tablet. (still to
implement)
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15. 5. Research
• The students had to conduct research my
academic essay.
• The Tablet enabled each and every student
to conduct research, provided they had
access to Wi-Fi.
• The Tablet also enable students to download
documents related to their research, and
store them in My Files for later use.
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16. 6. EWP
• Academic English Assignment 1 = 25 online
grammar assessments.
• The Tablet enabled students to access their
EWP accounts and progress with the online
assessments, at their own pace, provided
they had access to Wi-Fi.
• Students were thus given an additional
method of completing their assessments
without having to rely solely on the desktop
computers in the Resource Centre.
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17. Findings
Useful tool for:
1. Viewing and storing Digitised content
2. Transfer of documents (via Bluetooth or
Student server)-makes learning material
available to students
3. Educational applications available through
Google Play Store.
4. Completing EWP assessments anywhere
anytime.
5. Research for academic assignments.
6. Word processing
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18. Conclusion
• Tablet is a very useful tool
• Uses include: Research, E-books, transfer &
storage of digitized content and increased
communication between student and teacher
(internet access)
• Risks for abuse do exist (Gaming & Pornography).
May in fact divert their attention from study area).
• The real Question remains: What do the
students actually use the Tablet for?
• NOT: What we would like them to use it for?
• How can we motivate them to use the Tablet for
educational purposes?
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19. Recommendations
1. Connectivity: More & improved Wi-Fi access
points (especially in Resource Centre to
ensure maximum application).
2. Student awareness training regarding
practical advantages and positive uses, as well
as the possible dangers and risks (Pornography
& Games)
3. Theft of Tablets remains a concern and a risk.
Awareness training possible solution.
4. Teacher Training: To improve skills and
knowledge how to use the Tablet as an
educational tool.
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20. Which Tablet?
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21. Samsung Tab 10.1
• Samsung Tablet shortcomings:
• No stylus or keyboard (hardware).
• Complicates writing e-mails and word
processing.
• No SIM card slot.
• Limited to Wi-Fi access to internet.
• Limited 16 GB storage space
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22. Alternative
Asus Transformer Prime
• “Best full-featured Android tablet” - C-Net
• Hybrid: Prime connects to an optional
keyboard/dock transforming it into what is
essentially an Android laptop.
• Lightweight and thin
• Sim card slot for internet access
• 32 GB storage space
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23. 4
4
3
4
4
Active
Collaborative
Constructive
Authentic
Goal directed
Current Level of Technology Integration in your
class
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24. Code breaker
• Goal directed = 4: I provide my students with
opportunities to use technology tools to set goals, plan
activities, monitor progress and evaluate results
throughout the curriculum.
• Authentic = 4: I allow my students to select
appropriate technology tools to complete authentic
tasks across disciplines.
• Constructive = 3: I create opportunities and allow
my students to select and modify technology tools to
assist them in the construction of understanding.
• Collaborative = 4: I create opportunities throughout
the day, across subject areas to use technology tools
to facilitate collaborative learning
• Active = 4: I empower/encourage students to select
appropriate technology tools and to actively apply
them to tasks.
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25. The future?
• Dakar, Senegal
• World's first tablet
cafe.
• Benefit areas
where there are
frequent power
cuts and
exorbitant
electricity bills.
• Most people
cannot afford to
buy the devices.
• Sounds like SA?
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26. The end
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