The resources section aims to give teachers, policy makers, industry partners and anyone else interested an overview on relevant readings related to the innovative use of tablets and showcase other tablet pilots.

On topics such as motivation, assessment and flipped classroom, it highlights:

Publishing for the K-12 school market is an $8 billion industry, with three companies - McGraw-Hill, Pearson, and Houghton Mifflin Harcourt - capturing about 85% of this market. Tablets are a $72 billion industry with 42% of US adults owning a tablet. As tablets have become more prevalent, a new debate has formed over whether K-12 school districts should switch from print textbooks to digital textbooks on tablets.

'Is the iPad really the best device for interactive learning? It is a question that has been on many minds since 2010, when Apple released the iPad and schools began experimenting with it. Four years later, however, it is still unclear, whether the iPad is the best device suited to the classroom. iPads so far have been a gadget of choice at both ends of the economic spectrum: in wealthier schools with ample resources and demand from parents, and in low-income schools that receive federal grants to improve student sucess rates. The education market in the US is currently split fairly evenly between the two types of devices, said Phil Maddocks, a market analyst at FutureSource Consulting.

This course manual has been produced as an outcome of the Creative Classrooms Lab project(CCL). On the basis of this course outline, the project designed and ran the MOOC ‚Creative use of Tablets in Schools‘ on the European Schoolnet Academy. This course presented the main results of the Creative Classrooms Lab project to teachers across Europe. It started on 13 April 2015 and ran for 5 weeks. All materials and discussions remain available and can still be accessed on the European Schoolnet Academy. The course aims to inspire teachers across Europe to use tablets to foster innovative learning and teaching. In four modules it provides a general introduction to the use of tablets in schools (Module 1) and then discusses how tablets can support new learning approaches such as content creation, collaborative learning, personalized learning and the flipped classroom model (Modules 2,3,4).

The Haute Ecole Pédagogique observed two classes at the canton de Neuchâtel for one school year. The goal of the study was to evaluate the tablet implementation and in particular to identify areas where tablets can support teachers and students in teaching and learning and to look at the complementary use use of tablets and computers. The Study method included group interviews, online questionnaires and blog entries. As one result, the study highlights the ease of use of tablets.The study also identifies enablers for the integration of tablets in the classroom: technical support, support of classroom management and the possibility for continuos use of the tablets outside the classroom. Motivating factors for teachers are the feeling of being supported and belonging to a community, and the possibility to share experiences. In the course of the school year, teachers become slightly less optimistic about the pedagogical value of tablets. Nevertheless, they identify the following benefits: more autonomy for students, motivation, interactivity, personalised learning, productivity and gains in time.

iPads and handheld digital devices have been securing their place in educational institutions surrounded by debates between advocates and skeptics. In light of not enough evidence supporting the use of iPads in education, this study examined the ways that college students in two foreign language classrooms perceived the influence of the use of iPads on their learning and engagement with classroom activities. The participants, students enrolled in two foreign language classrooms at a college in the Southwest of the US, responded to a 5-point Likert type questionnaire. The data analysis and results showed that students believed that the iPads played a significant role in their learning engagement thus promoting active learning in the classroom and paving way for student success.

This study aims to investigate, in terms of different variables, the views of prospective Mathematics teachers on tablet computers to be used in schools as an outcome of the Fatih Project, which was initiated by the Ministry of National Education. In the study, scanning model, one of the quantitative research methods, was used. In the population of the study is involved 130 prospective Mathematics teachers who study Mathematics Education at the Department of Primary Education, Faculty of Education, Giresun University in 2013 and 2014 Academic Year. The results indicated that there is a significant difference between prospective teachers’ Computer Attitude Scores and their tendency to supporting ‘Tablet Computers’. Similarly, prospective teachers’ conditions of supporting the usage of ‘Tablet Pc Computer’ show significant differences in terms of computer-use frequency, while no significant differences were found in terms of the case of the need to take in-service courses, the case of having a classroom and computers, the time, frequency and objective of computer-use. However, in terms of gender, significant differences were found between prospective teachers’ views. In addition, prospective teachers stated that the usage of tablet-computers in Mathematics Course could provide you with two advantages. First, Mathematics classes could become more enjoyable than it used to be through visuals and animations. Second, the abstract concepts in Mathematics could become more understandable. However, the disadvantages stated by prospective teachers are as follows: 1) The communication between Mathematics teachers and students could be reduced and, 2) social interaction between students might be reduced.

The article summarizes the results of a reviewing and testing exertcise of tablets for children in the UK. Different models and their specific features are presented. The article also points out the importance of parents restricting the amount of screen time for their children.

The article discusses the use of tablet-based computers in early childhood classrooms. Topics include the National Association for theEducation of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children’s Media's stance on young children's use of technology, details related to toddler teachers' experience with tablets in the classroom, and suggested mobile device applications, such as "Dr. Seuss’s ABC," "Elmo Calls," and "Shapes.

It is planned that every student in all primary, middle, and high schools (public schools) under the administration of the Turkish Ministry of National Education receivea tablet through the FATİH Project. Research shows that many teachers hold reservations toward students using tablets for educational purposes. The purpose of this study is to determine middle school students' perceptions regarding the integration of tablets into the learning process. Participants totaled 939 students in eight middle schools located in different cities throughout Turkey. Data were gathered through means of a survey (questionnaire) which included demographics like grade level and gender as well as items on tablet related issues and on student opinions. Two factors - outcome expectancy and tablet anxiety - were identified through an exploratory factor analysis. A confirmatory factor analysis was conducted afterward in order to confirm and exemplify factors and their items. Two measurement models were tested, the latter returning a good model fit. The MANOVA test results showed that grade level affected the opinions on outcome expectancy, while gender affected tablet anxiety. It was found that 7th graders were the most optimistic of all grades in terms of outcome expectancy and that males were more withdrawn. It was also found that students with previous tablet experience were more optimistic regarding outcome expectancy.

This literature reivew was published as part of the European Commission funded project 'SENnet'. The study is divided into two parts: Part 1 focuses on the international overview and research findings. This part summarizes studies and reports available on the topic and benefits to particular groups of students with special needs: children with autism, attention deficits, dyslexia, limited fine motor control and visual impairments. Part 2 comprises national case studies exemplifying the use of tablets by students with special needs, many of them in mainstream classes.

Within the CCL project, the CCL teachers in Austria, Italy and Slovenia implemented the CCL Learning Scenario „Collaboration & Assessment“ from October2014–January 2015. This case study focuses on the following questions: Why collaborative work with students and how to form groups?, How to assess group work?, How can tablets support group work and their assessment? The Case Study is based on results from interviews with the 5 CCL teachers from Austria carried out by Katja Engelhardt (European Schoolnet) during the CCL national meeting in January 2015 in Bad Hofgastein, Austria. Please access the document here.

The paper that the University of Minho produced within the CCL project gives an interesting introduction to the topic tablets in school education. It focuses on what a tablet is and on it's specific characteristics such as the touchscreen. It also considered related issues such as ergonomic issues, access to tablets in education, tablets and the digital divide.

The aim of this study was to demonstrate that introcucing the touchpad into education constitutes a necessary risk for schools, that this technological devicehasconsiderable cognitive potential, and that it comes with certain challenges. A research protocoll was established with schools that set up programs to provide students with individual ipads. 6,057 students and 302 teachers participated to the study. According to the study results, students mainly used the iPads to access electronic textbooks and applications such as iAnnotate and PDF Expert. Students were also often rewarded when they finished their work by being allowed to play games in class. What students liked about tabltes was their mobility, access to information, the quality of student presentations and their effect on their motivation. Some of the students also mentioned that tablets allowed them to collaborate, to learn at their own pace and to develop their IT skills.

The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is compared against the quality of traditional, mostly face-to-face learning activities based mainly on knowledge transmission. Research was twofold – on the one hand, the results of online questionnaires of teachers and students participated in the first cycle of CCL pilots in Lithuania were analysed, and on the other – expert evaluation method was used. A special attention is paid to the suitability of learning activities to particular students learning styles. Presented approaches on learning activities quality evaluation and optimisation problems could help educational institutions to select suitable mobile activities for particular learning styles.

The report looks at how education on digial media is implemented in Germany. According to a teacher survey, 34% of teachers in Gymnasium (uppersecondary school)already use tablets in their class (as compared to 8% in primary schools). The authors put forward that tablets enable more personalised learning approaches and student support which allows for more flexible teaching. Students are encouraged to learn more independently. Main benefits for teachers are that they can use tablets to give timely feedback and visualize course results quickly. The report puts forward several recommendations. For example, it recommends to equip primary schools with mobile class sets of tablets or netbooks, in order to ensure an adequate use of digital media in the classroom.

The Creative Classrooms Lab project co-ordinated by European Schoolnet and supported by the European Commission’s Lifelong Learning Programme (Grant agreement 2012 –5124/005-001). This site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.