Browsing by Subject "iPad"

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  • Koivula, Anna-Mari (Helsingin yliopisto, 2012)
    Verkkari 2012 (2)
  • Folger, Philip Daniel Alexander; Merenmies, Jussi; Sjöberg, Lena; Pyörälä, Eeva (2021)
    Background Mobile devices provide medical students with easy access to medical information and educational resources. Since 2013, we have followed the study use of iPads among medical students. In 2016, we observed a notable drop in the mobile device usage in the first cohort of medical students entering their clinical courses. Methods The aim of the study was to identify the hurdles for adopting mobile devices at the beginning of the clinical courses. We examined how students evaluated their own and the clinical teachers’ ability to use the iPad, how the study assignments fit into digital learning, and how students used the mobile device with patients. The data were collected with online surveys among three consecutive student cohorts and the distributions of closed-ended questions analyzed. Results Response rates ranged from 67.5 to 90.8%. Students evaluated their own ability to use the iPad as good or excellent and teachers’ skills as relatively poor and wanted more digitally tailored assignments. They reported negative attitudes towards mobile device use in the clinical setting and were hesitant to use them in patient contact. Teachers seldom communicated suitable quality medical applications to students. Conclusions Clinical teachers need support and training to implement a learning environment and assignments appropriate for mobile devices. Both students and teachers were concerned about using these devices with patients. To achieve the full potential of digitalisation in clinical courses, their use should be developed collectively with students.
  • Marttinen, Emma (Helsingin yliopisto, 2020)
    The creative production of music, which among other things means improvisation and composing, is a central goal throughout compulsory education within the musical curriculum. There is an ever-increasing emphasis on technology in education and within musical education it has a clear place in achieving the goal of creative musical production. Research has shown that despite this goal, teachers rarely utilize creative musical production or musical technology in their own teaching methods and that only a part of students completing their compulsory education have experience for example in composing. In a school context musical technology is usually a reference to moveable mobile devices, such as tablets or computers. In this thesis the emphasize is on iPads and the various musical apps available to the device. The goal of this thesis is to determine what does it actually mean to utilize iPads as a method of creative musical production and to provide practical tips on using iPads as a method of creative musical production by looking at what possibilities and challenges it presents. For this thesis four music teachers with experience in utilizing iPads as a method of creative musical production were interviewed. The thesis was conducted as a qualitative case-study and the research material was analysed using content -and thematic analytical methods. Research results were reviewed and compared to previous theoretical research, articles, professional literature and curriculum found in the theoretical background, regarding creative musical production and musical technology, which formed the basis for the deductions presented in this thesis. Research showed that iPads were utilized for both creating music to also musical improvisation using musical apps. Most teachers preferred the application Garageband for creating music, whilst other applications used were Launchpad, Chrome Music Lab and Thumbjam. Due to their easy use musical applications allowed students the possibility to create music regardless of their skill and thus also increased student agency and motivation whilst also learning environment permitting the possibility for musical differentiation. The challenges facing the uses of iPads foremost involve resources, such as the availability of devices and applications and their features. Musical technology appears to have a place as a way to provide creative musical production when it’s use can be justified from a pedagogical standpoint.
  • Unknown author (Helsingin yliopisto, 2014)
    Verkkari 2014 (1)
  • Unknown author (Helsingin yliopisto, 2011)
    Verkkari 2011 (7)
  • Unknown author (Helsingin yliopisto, 2013)
    Verkkari 2013 (3)
  • Junttila, Joonas (Taideyliopiston Sibelius-Akatemia, 2016)
    Tutkimuksen tarkoituksena oli selvittää, millä tavalla koulujen musiikinopettajat hyödyntävät iPadia ja muita taulutietokoneita musiikinopetuksessa. Tavoitteena oli myös saada selville, minkälaisia näkemyksiä opettajilla on iPadin pedagogisista mahdollisuuksista musiikintunneilla. Tutkimus toteutettiin vuoden 2016 keväällä. Aineisto kerättiin teemahaastattelemalla kolmea musiikinopettajaa, jotka ovat töissä pääkaupunkiseudun kouluissa. Aineisto analysoitiin laadullisin menetelmin. Tutkimuksessa selvisi, että iPad on musiikinopettajalle hyödyllinen työkalu monella tavalla. Erityisesti opettajat kokivat hyväksi asiaksi sen, että iPad laskee oppilaiden kynnystä tuottaa itse musiikkia. iPadilla ei kuitenkaan voi eikä tule korvata kaikkea mahdollista, vaan sitä tulee käyttää harkiten vain niissä asioissa, joissa siitä on etua verrattuna aikaisempiin toimintatapoihin.
  • Ruismäki, Heikki; Juvonen, Antti; Lehtonen, Kimmo (2013)
  • Unknown author (Helsingin yliopisto, 2013)
    Verkkari 2013 (4)