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Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review

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Abstract

This article reviews the research and evidence about multi-touch tables to provide an analysis of their key design features and capabilities and how these might relate to their use in educational settings to support collaborative learning. A typology of design features is proposed as a synthesis of the hardware and physical characteristics of the tables so that the longevity of these factors and the associated analysis can be better preserved, particularly in relation to the range of ways in which they may be used collaboratively in classrooms. The variability of features relating to software is also analysed and key pedagogic issues identified. The aim that underpins this review is to relate the design of the technical features with key pedagogic issues concerning the use of digital technologies in classrooms, so as to provide a more robust basis for their integration in classrooms in terms of their potential to support or to improve learning.

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Acknowledgements

The research described in this paper is part of the UK’s Teaching and Learning Research Programme Technology Enhanced Learning strand (TLRP-TEL), funded jointly by the Economic and Social Science Research Council (ESRC) and the Engineering and Physics Research Council (EPSRC) grant number RES-139-25-0400.

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  1. Technology Enhanced Learning (TEL) Research Group, School of Education, Durham University, Leazes Road, Durham, DH1 1TA, UK

    Steven E. Higgins, Emma Mercier, Elizabeth Burd & Andrew Hatch

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  1. Steven E. Higgins
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Correspondence to Steven E. Higgins.

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Higgins, S.E., Mercier, E., Burd, E. et al. Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. Computer Supported Learning 6, 515–538 (2011). https://doi.org/10.1007/s11412-011-9131-y

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