Abstract
On the 23 September 2012, the UAE Higher Education iPad Initiative was officially launched by His Highness Sheikh Mohammed bin Rashid Al Maktoum. This initiative aims to trigger substantive change in the practice of teaching and learning in the three federal tertiary education institutions of the UAE, and is one of a few undertakings worldwide to provide large numbers of students and faculty with cutting edge technology to support the learning process. The investment is enormous and the stakes equally high, and thus there is an increased impetus for educational technologists and academicians to identify best practices and critical success factors associated with the particular UAE context. As such, it is extremely important to research and document the experience as it unfolds in order to create awareness of the lessons learned and advance future efforts. What are the advantages of iPad use in the classroom, challenges facing successful integration, lessons learned and needed resources and support? What do students see as the advantages of iPad use in the classroom/on campus/ at home, and the challenges facing successful use? This paper will present a literature review on mobile learning and describe the research design and methods of an ongoing two-year investigation into the implementation strategy at one of the UAE Higher Education institutions. The authors will outline the context of the study and describe how they intend to capture users' experiences and perceptions of what works and under what conditions.
Author Information
Doiron Gilles, Zayed University, United Arab Emirates
Paper Information
Conference: ACTC2013
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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To cite this article:
Gilles D. (2013) Ipads in the University Classroom: Educational Change in The United Arab Emirates ISSN: 2186-4705 – The Asian Conference on Technology in the Classroom 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-4705.20130234
To link to this article: https://doi.org/10.22492/2186-4705.20130234
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