Usage and Impact of Laptops and Tablets in Classroom

This article discusses the usage and importance of laptops and tablets in the classroom. It explores the positive and negative impacts on student engagement and academic performance. Various studies are cited to support the arguments.

Running head: EVIDENCE BASED DECISION MAKING
Evidence Based Decision Making
Name of the Student-
Name of the University-
Author note-

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EVIDENCE BASED DECISION MAKING
Introduction
Aiming to understand the usage and importance of technological devices in the
classroom, the following paragraphs will shed light on the various aspects. The following
paragraphs will argue that the usage of laptops and tablets yields certain negative impacts.
However, it also yields innumerable positive impacts in the various learning activities of the
students in classrooms.
Discussion
In the article titled, “To take or not to take the laptop or tablet to classes, that is the
question” by Castillo-Manzano, Castro-Nuño, López-Valpuesta, Sanz-Díaz and Yñiguez, it is
seen that the authors emphasize upon the concept of m-learning and deice usage has increased
throughout the decade. (Castillo-Manzano et al., 2017). The authors also present that
technological advancements have ensured the usage of laptops and tablets. The findings of the
study present the idea that the rampant usage of mobile and technological devices encourages the
participation rates of the students in attending academic classes. The article depicts that the usage
of laptops in class is higher. The major strength of this article is that it indulges in proper
quantitative method of data collection through survey. The weakness is that it does not delve
deeper into other aspects. Despite the weakness, the article is crucial because it provides a
comprehensive view of the nature of technology usage amidst the students.
In their article titled “Multitasking with smartphones in the college classroom” by Grinols
and Rajesh, the authors strive to present that the usage of laptops and tablets in classrooms
enables the presence of multitasking in the classroom (Grinols & Rajesh, 2014). However, the
rampant usage of laptops and tablets can impede the processes of proper and focused learning.

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The authors also mention the idea that further and comprehensive research can help in gauging
the multitasking ability of students and their productivity. One of the major strengths of this
article is that it delves deeper into the aspect of multitasking of the students and the resultant
distractions from academic endeavors. The article also bases its arguments on the study of
students with the gadgets (Grinols & Rajesh, 2014). The major weakness of this article is that it
does not strive to explain the reasons for distraction. Despite the weakness, this article is a must
read to analyze the disadvantage of technology use in classrooms.
In their article titled “Student perceptions on the impact of mobile technology in the
classroom”, the authors emphasize upon the aspect of the already increased usage of laptops and
tablets in the classroom (Benham, Carvalho &Cassens, 2014). The article also focuses on the
idea that students perceive the usage of technological implements as positive instruments whose
usage need to increase in future. The article sheds light on the positive impacts of using
technology and the increased engagement level of students in classroom. It is also seen that the
students’ perception of the benefits of technology usage in classroom can lead to the greater
participation of the students. This article endeavors to project the notions related to the intrinsic
perception of the students. One of the major strengths of this article is that it introduces the
importance of implementing BOYD in classrooms (Benham, Carvalho &Cassens, 2014).
Another strength of this article is that it bases its argument on the acquired primary as well as
secondary data. A weakness of this article is that it does not shed light on the tutor’s ideologies
of the usage of tablets and laptops in classrooms. However, it is seen that the article is important
because it projects the perceived ideologies of the students and their academic performance in
relation to the usage of technology in classroom.

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EVIDENCE BASED DECISION MAKING
In the article titled “The physical placement of classroom technology and its influences
on educational practices”, the authors present the notion that the rampant usage of technology in
the classroom adds as well as enhances the spatial nature of the classrooms (Tondeur et al.,
2015). The authors also present the idea that the usage of laptops and tablets is directly related to
the educational and academic performance of the students in the classroom. The article also
sheds light on the crucial aspect of classroom layout in the accentuation of the implementation of
technological means. It is also seen that with the rapid changes, the usage of laptops and tablets
have also undergone a change. It is observed that the integration of ICT in the classrooms allows
the innovation in pedagogical practices (Tondeur et al., 2015). As opposed to the two above
articles, this article almost paves the way for the importance of the usage of laptops and tablets in
classroom. The study also focused on the conception of the positioning of the physical
technological means to ensure the greater engagement of the students. One of the major strength
of this study is that it emphasizes upon the importance of the incorporation of technological
instruments. Recent studies also justify the notion that various educational practices are
influenced and enhanced by the inclusion of technological means (Lee & Lee, 2014).
In the article titled “Logged in and zoned out: How laptop internet use relates to
classroom learning”, the authors mention that the aspect of usage of laptops and tablets in
classrooms can pave the way for the engagement of the students in the non-academic searches
and practices (Ravizza, Uitvlugt & Fenn, 2017). The authors also discuss about the manner in
which the usage of laptops and tablets can act as distraction for the school students, which in
turn, can impede the academic score and performance of the students. Recent studies are
emblematic of the notion that technological interventions in academic pursuits can hamper the
student’s performance in the classroom (Ravizza, Uitvlugt & Fenn, 2017). The strength of this

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article lies in the fact that it bases its arguments upon the primary and statistical data. Though the
article fails to delve deeper into other aspects of the topic, it strives to present the negative
impact in a clear and concise manner.
As opposed to the ideas presented by the previous authors, the article titled “A New
Strategy For Training Engineers In European Bachelors And Masters Programmes” presents the
view that the usage of laptops and tablets in the classroom ensures the greater academic
performance of the students in Spanish University. The article strives to present the notion that
the proper use of technological means can help in the inculcation and perpetration of innovative
ideas (Santamarta et al., 2015). It is also mentioned that the usage of technology in classrooms
can pave the way for the dynamic teaching processes that is brought forth by teaching and
learning through Tablets (Santamarta et al., 2015). Thus, it can be said that the articles serve to
establish the importance of technology usage in classrooms.
Research Question
After taking into consideration the above-discussed ideas, it can be mentioned that in
order to frame a research question, it is important to collate the various ideas. The research
question that is framed is:
RQ1) How does the rampant usage of laptops and tablets applicable and related to the increase in
the academic performance of the students in classroom?
Conclusion
After analyzing the above-discussed ideas, it can be concluded that the usage of laptops,
tablets and other technological instruments can ensure the greater engagement rates of students
in classrooms. It can also be concluded that the usage of technological means in classrooms also

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paves the way for the increased academic performance of the students. It can also be concluded
that although there are evidences of the negative impact of the usage of laptops and tablets, the
positive impacts seem to outweigh the other impacts.
References
Benham, H., Carvalho, G., & Cassens, M. (2014). Student perceptions on the impact of mobile
technology in the classroom. Issues in Information Systems, 15(2).
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M. T., & Yñiguez, R.
(2017). To take or not to take the laptop or tablet to classes, that is the
question. Computers in Human Behavior, 68, 326-333.
Grinols, A. B., & Rajesh, R. (2014). Multitasking with smartphones in the college
classroom. Business and Professional Communication Quarterly, 77(1), 89-95.
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers' self-efficacy beliefs for technology
integration through lesson planning practice. Computers & Education, 73, 121-128.
Ravizza, S. M., Uitvlugt, M. G., & Fenn, K. M. (2017). Logged in and zoned out: How laptop
internet use relates to classroom learning. Psychological science, 28(2), 171-180.
Santamarta, J. C., Hernández-Gutiérrez, L. E., Tomás, R., Cano, M., Rodríguez-Martín, J., &
Arraiza, M. P. (2015). Use Of Tablet Pcs In Higher Education: A New Strategy For
Training Engineers In European Bachelors And Masters Programmes. Procedia-Social
and Behavioral Sciences, 191, 2753-2757.

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Tondeur, J., De Bruyne, E., Van den Driessche, M., McKenney, S., & Zandvliet, D. (2015). The
physical placement of classroom technology and its influences on educational
practices. Cambridge journal of education, 45(4), 537-556.