Benefits of using tablets in the primary classroom

Jacqueline Martin
Jacqueline Martin
A teacher sat with students at a table, the students are using tablets.

Reading time: 5 minutes

Interactive whiteboards, PCs and laptops are common in many schools worldwide, but have you ever considered using tablets in your young learners' classes?

Tablets can be used for many things. Online research, watching and creating videos, playing games, and digital storytelling are just a few examples. Of course, there's also the added environmental benefit of going paper-free.

In this post, we're going to explore some of the reasons why using tablets can be beneficial in the young learner's classroom and what to consider before you do so.

What are the benefits of using tablets in class?

1. Facilitating engagement

With good direction from the teacher, tablets can emulate natural social interaction and interactivity. They can also offer problem-solving activities, set achievable goals and provide instant feedback.

Moreover, when young learners are truly engaged in an activity, it may be perceived as effortless - and they learn and use their second language (L2) without even realizing it.

2. Introducing authenticity and autonomy

In terms of content, tablets allow us to bring the real world into the classroom at the tap of a screen. We can provide learners with authentic materials via level-and-age-appropriate videos and real-life communication. As well as interaction with other teachers and learners through teams or by using a secure app such as .

Tablets also promote learner autonomy. They are easy to use, allowing us to take a step back and let our students work at their own pace, being on stand-by as a facilitator when students require help or a little push in the right direction.

3. Promoting creativity, communication and inclusion

Nearly all tablets have a webcam and voice recorder, which means that learner-generated content can be created easily - even without dedicated software.

You can have your students make their own vlogs (video diaries), ebooks, comics, cartoons and movie trailers. All you need to do is to install apps such as or from Duck Duck Moose. While these apps have been created for 'fluent-speaker' classrooms, they can easily be adapted to an ELT context.

Tablets also promote communication. This can help improve students' L2 oral skills at any level, when the teacher is there to support and guide them.

One of the greatest advantages of a tablet as opposed to a computer is that anyone can use one and they are much more portable.

For students with special educational needs, tablets can be an essential learning tool and they can also be used by students with low-level motor skills, such as very young learners. Similarly, tablets can work really well with multi-level classes, as they allow you to offer differentiated materials, activities and support where necessary.

4. Enabling online assessment

Tablets can also facilitate interactive online exams or help measure progress. Tests such as 'English Benchmark - Young Learners' are designed with primary learners in mind, to be taken anytime, anywhere.Its game-like format engages students and takes the fear out of being assessed. It also provides instant feedback to the teacher with informative reports and advice for future study.

5. Building relationships with caregivers

Finally, as with any online content, tablets allow you to connect with our learners outside the classroom. You can quickly send links to classwork and feedback to the children's caregivers, fostering a positive relationship and a greater interest in their child's progress and learning.

Tips for using tablets in class

Before implementing the use of tablets in your classroom, there are some things you should consider. Here are some useful tips that will help you gain the maximum benefit from tablets.

Usability:

  • Decide what you are going to use the tablets for and when. Are you going to allow students to use the tablets for all parts of the lesson or only for specific activities? This may depend on the number of tablets you have available.
  • Use technology to improve an activity or design new activities that would not be possible without the tech, rather than using it to carry on as normal. Think about when a tablet will help learners do something they wouldn't be able to do without one, e.g., make a video or create and share a piece of writing with the whole class.
  • Think about using tablets for creation rather than consumption. Your students can (and probably do) spend a fair amount of time consuming videos in their free time. Whether they do this in English or not is another story, but in the classroom, students should use the language as much as possible (see the next point).
  • Use the tablets for collaborative tasks that require social interaction and communication. It's unlikely that you will have one tablet per student. Make the most of this limitation by having students work in pairs or small groups. Students can use their own devices individually outside the classroom.
  • Try to incorporate tablets into regular classroom activities and interactions. Avoid making them a "reward" or just for "games". Even if games are part of your planned tablet usage, make it clear that students are playing them in order to learn English. Encourage students to think of the tablet as a tool to help them on their learning journey.

General tips

  • Try out any apps or widgets before asking students to use them. If necessary, make or find a step-by-step tutorial to help students use an app. There's nothing worse than having a class of twenty-five students all raising their hands at the same time because they don't know where to start.
  • Have clear rules and guidelines for tablet use. Educate students about using the equipment responsibly. Do this before you hand out tablets the first time.
  • Provide students and parents with a list of recommended apps to continue their home learning. Whether you have a class set of tablets or are using BYOD (Bring Your Own Device), many students will have access to a tablet or mobile phone at home, which they can use for further practice. Students will likely be motivated to continue playing games at home and may wish to show their parents and friends any content they've created in class.

Practicalities

  • Consider the hardware and technical requirements. Do you need a Wi-Fi connection? How many devices will you have? Which apps and programs do you want to use?
  • Ensure the features and apps you plan to use suit the age group you're teaching. Do some research, and if possible, choose apps designed for educators, avoiding freebie apps that may contain advertising. Block any websites you think unsuitable and install a search engine with child-friendly filters.
  • Set the language of the devices to English. Even if your students are very young, they'll pick up useful language and will be more inclined to use English as they are using the tablet.
  • Decide where you will keep the tablets and how they will be maintained. How often and where will they be charged?
  • Think about how you can flexibly set up your classroom to incorporate collaborative tablet use. Move tables together to make group work easier. Create workstations or even have cushions or bean bags in a corner of the classroom.

More blogs from app

  • A girl sat at a desk looking at an exam paper, there are people behind her sat at desks in a row doing similar

    Reducing exam day stress

    By Amy Malloy

    What are the origins of exam-day stress?

    There’s no doubt about it – exams are scary. But why exactly is this? What is it about an exam scenario that stresses us out and how can we make it feel okay?

    To answer these questions, we’re going to have to take a trip back in time and look at how our ancestors evolved their abstract thinking skills. At the same time, we’ll look at how mindfulness can actively help shift the way we think about exams.

    About 70,000 years ago, or thereabouts, a critical development happened in how the human brain processed experiences.

    Over a relatively short time (in evolutionary terms), scientists believe we stopped simply experiencing primal urges (safety/hunger/tiredness etc.) and responding to them.

    Instead, we started to be able to imagine, analyze and believe in things that didn’t exist. This meant not only could our brains respond to the threat of a real predator in front of us, but also to the perceived or imagined threat of a predator. This shift had really interesting consequences for our future relationship to threat.

    Developing imaginations also meant we started to believe in the same things as our peer groups. As a result, if a member of the tribe stopped behaving in a way that supported the tribe’s survival, other members might start to doubt their usefulness as a member of the community.

    At this time, social isolation meant no share of the food and no protection against predators. Inclusion was directly linked to survival. Essentially the physiological consequences of not meeting societal expectations were the same as coming face-to-face with a lion: fight or flight.

    Why is fight or flight mode a problem for exam performance?

    Fast forward to the present day and the context of English language exams. Exams are a type of societal expectation: a standard of language proficiency which a student is required to meet to prove their usefulness in a community who speaks that language.

    Thinking about it this way, it’s no wonder we can experience stress and panic at the thought of an exam or in the exam room itself. In evolutionary terms, an exam = a lion or the possibility of social exclusion!

    Fight or flight mode is designed to help us overcome or escape danger as quickly as possible.

    When fight or flight is activated, our brain shuts down the bodily functions it doesn’t need to survive. This includes digestion, language creation, creative and strategic thinking, writing, and deeper breathing.

    Unfortunately, some of these are key to performing well in a language exam!

    that, especially in an exam course context, “extremely high stress levels[…] can affect your cognition, negatively impacting your memory and ability to complete a task. Over time, chronically high stress levels can also impair your ability to form new memories, so high stress levels all semester long could impact your final exam performance later.”

    This means that high stress levels in the exam make it hard to perform at one’s best, and stress in anticipation of the exam can mean that the content is not learned properly in the first place.

    What can teachers do to help?

    Ultimately, we want to make the exam scenario seem safe. When our mind and body do not perceive danger, they will allow the ‘rest and digest’ functions to become active and allow our performance to flow.

    There will of course be some nerves. But the key is to help the student stay in that sweet spot of clear thinking before the stress takes over and turns into panic.

    Here are three ways we can help:

    1. Practice mindful breathing

    Practice some simple mindful breathing with your students. Mindfulness refers to the awareness that we find by focusing consciously on the present moment, objectively, with compassion and without judgment.

    It takes us back into the physical reality of the present moment and out of anxious thought cycles, which can make our stress spiral out of control. Practicing regularly ahead of the exam will help build up neural connections in the brain around the areas that help us relax and .

    The following straightforward routine can be used both regularly at the start of class and by the student in the exam itself if they feel panic rising:

    • STOP: Close your eyes. Take a moment to notice the physical sensation of the chair beneath you and the floor underneath your feet. Notice the sounds around you in the room and allow them simply to flow in and out without needing to follow them.
    • BREATHE: Focus your attention gently on your breath going in and out of your nose at the tip of the nostrils. Count ten breaths in and out, seeing if you can notice something new about each one. If you feel panicky, allow the breath out to continue a little longer than the breath in.
    • WATCH: Become aware of your thoughts and allow them to simply come and go, like clouds across the sky. Notice if you are holding on to something from the past or striving towards something in the future. Allow these to simply release and take your attention back to the breath in the present moment. Count another ten breaths. Then open your eyes and come back into the room.

    2. Familiarize your students with the exam scenario

    Make the exam scenario as familiar as possible in advance. Anything you can do to make the exam conditions appear less threatening ahead of exam day will be of great benefit.

    This may be as simple as making conditions surrounding regular progress assessments as close to the main exam as possible, so it is less strange on the day. If you have control over the exam day itself, make this as low pressure as possible.

    3. Help students develop a growth mindset

    Foster a growth mindset with your students by using the word ‘yet’ with them. Encourage them to replace ‘I can’t do it’ with ‘I can’t do it yet’. This simple word takes them out of comparison mode with where they think they should be in terms of language ability and helps them stay focused on where they are, reducing self-pressure.

    All of the above strategies are designed to take away the threat of a lion in the exam room when the day comes.

    Wishing your students all the very best for their exam preparation and good luck!

  • A teacher holding books in a classroom

    Mindfulness for teachers: managing expectations over the holidays

    By Amy Malloy

    Mindfulness and your routine

    In the run-up to the holidays, it is common to feel like your routine has completely broken down, especially when you’re not giving classes or working at school. The holidays also often bring with them lots of people, family, and excitement. That sometimes means we also experience fluctuating emotions, stress and the feeling that everything should be perfect.

    On top of this, shops and social media are filled with advertising – and there’s definitely more ‘stuff’ to buy. In addition, we can see messages telling us we need to feel ‘merry’ and ‘bright’ wherever we look. Even the popular greeting, ‘Merry Christmas’, can sometimes feel less of a greeting and more of an instruction.

    Sometimes it feels like the people around us expect us to always feel happy and joyful over the holiday season. This is fine if we do feel merry, but we will always have ups and downs. If you don’t feel happy, for whatever reason, it can feel even harder than it might at times where there is less expectation all around us.

    Overcoming the challenge

    Finding a way to introduce mindfulness into the holiday season can be a wonderful way for us to understand our emotions at this time of year. It will help you think about your expectations and let you find a moment to pause to accept whatever the reality actually is.

    Here are some quick and easy ways to find some ‘you’ time and keep checking in with how you’re feeling. These are also tips you can try with children in the classroom and for yourself at home to keep yourself on track.

    3-minute body scan

    Find a quiet moment. This may be in the few minutes after you wake up or go to bed, during break time, or even at the start of a lesson.

    • Notice the contact of your feet with the floor. Notice the sounds around you in the room.
    • Take three deep breaths and notice how they feel.
    • Scan down the body in your mind from the top of your head all the way down to your toes. Observe what you notice about your body with an air of curiosity – look for any tension, discomfort or comfort. Also, notice if there are any expectations you have of that day or moment. See if you can simply notice them and set them aside. This curiosity helps us stay detached from what we notice so we can just observe.
    • Take three more deep breaths, and carry on.

    2-minute notebook

    Writing something down can be a wonderfully mindful exercise. Have a stack of post-its or a little notebook on your desk or bedside table. You could encourage your students to do the same.

    1. Pick a point in your day. It could be at the start of each day, the start of each lesson, or just before bed. Each day, at that time, take a moment to write down three:

    • good things that have happened in your day
    • things that felt challenging
    • things you feel grateful and thankful for.

    2. Review your notes every now and again during the holiday period. This will give you a sense of your shifts of mood and energy that might have occurred.

    Noticing something you feel grateful for has been shown to .

    1-minute cupboard pause

    When things feel over-stimulating, find a quiet space just for a minute. Even if it’s in a cupboard!

    STOP: notice the contact of your feet with the floor.
    BREATHE: take ten deep breaths, breathing in for a count of four and out for a count of six.
    WATCH: watch each breath coming and going from the nose or chest or belly. Observe what your thoughts and feelings are doing. Allow them to sit without needing to respond.

    Then head back into the area you were in.

    I hope these tips help you to navigate the festive season without expectation and with curiosity for what each moment holds along the way.

    Remember that the holiday days you celebrate are really just normal days. It’s simply that expectations have changed, and what’s more, everyone’s expectations will be different.

    Simply taking time to notice this can make a massive difference to the pressure we put on ourselves. Releasing this pressure can even lead to more enjoyment overall – so why don’t you try it and see?

  • A businessman sat cross legged is meditating on a desk, around him are other business people sat at the same desk busy working

    Understanding and managing technostress

    By Amy Malloy

    What is technostress?

    Technostress affects people in different ways. I resonate with Chiapetta’s (2017) definition:

    “Technostress is a syndrome that occurs when the person, subjected to information overload and continuous contact with most digital devices, develops a state of stress.”

    This explanation isn’t limited to any particular symptoms. However, most of us can relate to being over-exposed to technological devices – especially in the past year. Consequently, I imagine many people have experienced some symptoms of technostress as a result.

    What are the symptoms of technostress?

    While the symptoms of technostress differ, there are a number of common experiences. Perhaps you obsessively check social media, or struggle to focus on everyday tasks. Or maybe you feel demotivated and low in mood. You might find yourself overly focused on getting the latest technology. Or you might be actively avoiding or feeling anxious about using technology.

    Why should we be concerned about technostress?

    People are adaptable, it’s part of our biology, but if change happens too quickly, we experience symptoms of stress. And, in our modern, continuously busy culture, it can be easy to assume something is wrong with us if we feel we can’t cope with technology. It can feel like we’re failing because we’re not focusing or achieving enough. We might also feel stupid for not understanding how a piece of software works.

    In response, we need to find ways to relieve that stress and return to a more restful state.

    Tips to prevent and manage technostress

    1. Switch off – This may be hard to do with the demands of life but sometimes, just turning your devices off and stepping away from technology is the best approach. Do something to pull you away from the information overload, like a walk in nature or reading a fictional book. Something that pulls you away from life’s goings-on.
    2. Limit your exposure – If you can’t switch off completely for whatever reason, then maybe rationing your exposure to devices is key. Time and limit your time on devices, taking regular breaks away. If you struggle to pull yourself away, there are apps and device functions that can restrict access for you.
    3. Only use with a purpose – Before you start using technology, ask yourself: “What am I using this for?”. Study? Research? Or is it just out of boredom? If you haven’t got a set aim or goal, then you are likely to mindlessly scroll and get pulled into the vast information overload of social media and the web. Try to avoid this by having a set aim/goal when using technology.