Multimedia recording and sharing tools engaged the learners in dynamic presentations. Embedded aids such as dictionaries and predictive text-input provided instant support. Findings confirmed that the devices' features and applications were relevant to language teaching and learning. The data was collected through observations, artefacts and field notes, interviews, learners' self -reflexive logs as well as lecturers' memos before being analysed and coded using ATLAS.ti. The lecturer adapted and designed course material, selected applications and taught using the iPad. The intervention was conducted in a French undergraduate course. A qualitative action research was implemented to explore the ease-of -use and usefulness of introducing tablet computers from pedagogical and technological perspectives. Recent studies have shown that tablet computers can perform as interactive whiteboards, transform into mobile computer laboratories while catering for ubiquitous, individualised and collaborative learning. Ideally, classrooms should bridge the advantages of all settings and provide educators with mobile, versatile and reliable technology. However, current facilities such as computer laboratories and lecture classrooms often dictate how technology is to be accessed and thus limits the flexibility of course delivery. In foreign language teaching and learning, technology mediated pedagogy fosters active participation by facilitating access to resources. In this roundtable presentation, we will present several uses for this type of setup. This can also be projected onto the wall or screen for larger audiences. Additionally, the user can highlight, annotate, etc. Possible activities include screen recordings, podcasting and collaborative writing, among other things. Additionally, companies such as Doceri and Splashtop have created combined utilities for both extending your computer image to your iPad and providing IWB –like tools. The iPad has over 140,000 apps at this time (, 2011), many of which are specifically developed for educational purposes. With the use of specialized apps, which project your laptop or computer wirelessly to the iPad device, the user can then control his/her computer from the iPad anywhere within the network range.
This paper explores the use of iPads as potential replacements for interactive whiteboards in the classroom, through a TPCK (Technological Pedagogical Content Knowledge) framework.
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