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This study presents student perspectives on learning with portable devices to inform future Canadian K–12 adoption. Researchers surveyed 704 students in Grades 6–9 during a 1:1 iPad initiative, finding enthusiasm alongside mixed views shaped by engagement, inclusivity, and learning barriers. Findings support lessons in self-regulation and practical recommendations to reduce chaos from unmanaged technology use.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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 \nA journal of educational research and practice 2021 Vol. 30 (1) 74-94  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nJenny Ge 1* , Rachael E. Smyth 2 , Michelle Searle 1 , Lori Kirkpatrick 2 , Rebecca Evans, 1 Alexa Elder 1 , Heather Brown 3  \n1 Queen’s University  \n2 Western University  \n3 University of Alberta  \nAbstract  \nTechnology continues to form an important part of the educational landscape, although the value of portable devices as learning tools is still being explored and debated. In light of the technology-based teaching methods suddenly brought into effect in response to the COVID-19 pandemic, the deliberate use of technology for learning is increasingly significant. The purpose of this article is to highlight student perspectives of learning with portable devices to inform the use of portable technology in the Canadian school system going forward. To gather student perceptions, the research team surveyed 704 students in Grades 6 to 9 about their use of iPadsin the classroom during a 1:1 technology initiative. While students were enthusiastic about the presence of portable technology, they also shared mixed feelings about the use of such technology as a learning tool. Key themes fell into three categories—engagement, inclusivity, and learning—as students shared their insight into the academic, social, and physical barriers that exist as a result of the technology. In the discussion, we identify lessons learned, especially in the area of self-regulation, and make recommendations on how to harness the power of this multi-faceted learning tool and minimize the chaos it can create when not utilized deliberately and carefully.  \nKeywords: student perceptions, 1:1 iPad initiative, self-regulation, tablet technology  \n* [jenny.ge@queensu.ca](jenny.ge@queensu.ca)  \nNew technologies continue to be a significant part of the educational landscape in the 21st century (Ditzler et al. , 2016) . The implications of new technologies on student learning are often perceived differently by various stakeholders (e.g. , Blackley & Walker, 2017; Keane & Keane, 2017) . Some cite technology’s role in helping students “work collaboratively, develop problem solving and critical thinking skills, be motivated to learn, take ownership of their learning, and develop creativity skills” (Project Tomorrow, 2015, p. 1) . Others raise concerns about the potential for “distraction overload and continuous partial attention” (Rader, 2009 , p. 44) and call for technology bans to mitigate these risks (Andrew-Gee, 2015; Young, 2006) . Regardless of diverse views, many schools have been forced to modify education as a result of the COVID-19 pandemic. The recent increase in online learning may even compel the emergence of a more permanent hybrid model for education (Li & Lalani, 2020) .  \nPortable technology as a learning tool is quickly becoming an essential platform. Pre-pandemic research examining the use of 1:1 tablet technology in K-12 classrooms often excludes student perspectives on the value and effectiveness of implementing these tools (Ditzler et al. , 2016) . As the effects of the pandemic linger, student perspectives can provide insight into the ways in which technology can enhance or challenge their learning, as well as other potential impacts introduced alongside the implementation of technology for learning.  \nExtant studies on student perceptions about portable devices have found that students generally perceive technology in the classroom positively (Baytak et al. , 2011; Ditzler et al. , 2016; Ferguson, 2016; Hilton, 2018) . Students commonly reported increased levels of engagement after receiving devices because they perceived learning as more fun and interactive (Corbett, 2015; Ferguson, 2016; Maich et al. , 2017) . Those who participated in 1:1 initiatives also perceived tablet technologies","cbCaijsZUem97A6L","https://ap.wps.com/l/cbCaijsZUem97A6L","pdf",402584,21,"English","# Abstract\n## Background and purpose\n## Survey method and participant focus\n## Student themes: engagement, inclusivity, learning\n## Discussion: self-regulation and recommendations","[{\"question\":\"What is the main purpose of the article?\",\"answer\":\"The article highlights student perspectives on learning with portable devices to guide future use of portable technology in the Canadian school system.\"},{\"question\":\"How was student input collected?\",\"answer\":\"The research team surveyed 704 students in Grades 6 to 9 about their use of iPads in the classroom during a 1:1 technology initiative.\"},{\"question\":\"What themes shaped students’ views of portable technology?\",\"answer\":\"Students’ insights clustered into engagement, inclusivity, and learning, including academic, social, and physical barriers connected to technology use.\"},{\"question\":\"What recommendations does the discussion emphasize?\",\"answer\":\"The discussion focuses on lessons learned, especially self-regulation, and recommends ways to harness portable technology’s benefits while minimizing chaos when it is not used deliberately and carefully.\"}]","Perspectives From Students - How to Tame the Chaos and Harness the Power of Technology for Learning - A Journal of Educational Research and Practice 2021 Vol. 30 (1) 74-94 | PDF",1792080268,53]