Chromebooks, iPads, or Android Tablets, Rather than Personal Smartphones, Should be Every School’s Instructional Technology Tool of Choice

 

As the primary personal technological learning tool in schools, the effective utilization of Chromebooks, iPads, or Android Tablets without social media access offers numerous educational, developmental, and security advantages. Prioritizing Chromebooks, iPads, or Android Tablets without social media access in schools, rather than including smartphones as an option, can significantly contribute to creating a more focused, equitable, and secure learning environment. This month’s discussion will seek to identify some of the reasons why Chromebooks, iPads, or Android Tablets in classrooms should be the 21st-century tool of choice for schools.

A more focused learning environment results from reduced distractions.  Chromebooks, iPads, or Android Tablets without social media access help minimize distractions thereby allowing students to concentrate better on their studies. By restricting access to social media, students are less likely to be distracted by non-educational content, leading to better concentration and academic performance. Chromebooks, iPads, or Android Tablets can be professionally customized with accessibility features to support students with different learning needs and disabilities.

Schools can control the software and applications on the devices, ensuring that students only access safe and appropriate content. Chromebooks, iPads, or Android Tablets can be preloaded with dedicated educational apps and resources tailored to the curriculum.  This enhances the learning experience through interactive and multimedia content designed to make learning more engaging and effective.  Students can access up-to-date digital textbooks and resources, which reduces the need for physical notebooks and makes it easier to access updated content. Educational content can be interactive and multimedia-rich, which engages students more effectively than traditional textbooks.

Providing all students with the same type of device ensures that everyone has equal access to educational resources, helping to level the playing field regardless of socioeconomic status. Providing Chromebooks, iPads, or Android Tablets ensures that all students have equal access to technology, helping bridge the digital divide. Devices can be tailored for educational purposes, ensuring that students use technology primarily for learning and academic tasks. This provides teachers with more control over what students access on provided tablets and smart notebooks, thereby optimizing time on instructional tasks. Uniformity in the type of classroom technology device being used ensures that all students have the same access to resources, which reduces inequality.

Promoting digital literacy is optimized through educational use of Chromebooks, iPads, or Android Tablets.  Chromebooks or Tablets can help students develop skills in using various educational technologies and tools that are essential for future academic and professional success. Inviting students to learn to use technology responsibly and effectively for educational purposes, rather than using technology for social or entertainment purposes, is the beneficial result. Students gain proficiency in using digital tools and platforms, which are essential skills for the modern workforce.

Limiting social media access reduces the opportunities for cyberbullying and other online harassment, creating a safer environment for students.  Schools can implement robust cybersecurity measures to protect students' personal information and prevent data breaches.  Schools can involve parents and the community in the responsible use of technology, creating a collaborative approach to digital education. Parents may feel more comfortable with their children using school-issued devices that are restricted from social media and other potential online dangers.

Purchasing Chromebooks, iPads, or Android Tablets in bulk can be more cost-effective for schools compared to each student using their personal smartphone. Digital devices efficiently enable easy sharing of resources, ensuring that all students have access to the same materials and tools. Schools can standardize maintenance and support for a single type of device, reducing overall costs, complications, and diverse training needs for IT staff.

Collaboration is a crucial 21^st Century learning skill.  In this regard, prioritizing Chromebooks, iPads, or Android Tablets without social media access allows schools to create a more focused, equitable, and secure learning environment that leverages the benefits of technology while minimizing its potential downsides. Tablets facilitate collaboration among students through shared documents and online project tools, fostering their teamwork and communication skill development. Formatively, teachers can provide immediate feedback and support through digital platforms, enhancing the learning experience.

By focusing on effective utilization of Chromebooks, iPads, or Android Tablets without social media access, schools can harness the benefits of technology to enhance education while addressing the challenges of distraction, inequality, and security. Uniform technology enables interactive and personalized learning experiences, catering to different learning styles and paces. This inclusive approach supports a balanced and effective educational experience that optimally prepares students for the demands of the 21st century. Does your state have a digital learning plan? Given this, how will you encourage your school’s leaders and its Professional Learning Community to effectively utilize Chromebooks, iPads, or Android Tablets and thereby remove the distraction of smartphones?

 

To Cite:

Anderson, C.J. (June 30, 2024). Chromebooks, iPads, or Android Tablets rather than personal smartphones should be every school’s instructional technology tool of choice. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

References:

Center for Digital Education. (2019). The 21st-century classroom: Integrating tablets and technology in schools. Retrieved from: https://www.govtech.com/education

 

DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Solution Tree Press.

 

Gabrielli, S., Rizzi, S., Carbone, S., & Piras, E. M. (2021). School interventions for bullying-cyberbullying prevention in adolescents: Insights from the UPRIGHT and CREEP Projects. International Journal of Environmental Research and Public Health, 18(21), 11697. https://doi.org/10.3390/ijerph182111697

 

Pew Research Center. (2013). The impact of digital tools on student writing and how writing is taught in schools. Retrieved from: https://www.pewresearch.org/internet/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE