Abstract

This investigation explored the use of iPads in an HE setting in order to evaluate how and if they could enhance an already established approach to peer review and feedback. The context centred on a cohort of 140 pre-service teacher education students engaged in small group assessed activities in one of their modules. Although some aspects of the existing formative assessment process worked well, the level of student engagement in peer review was felt to need improvement. An opportunity to explore the use of iPads in group work and collaborative learning environments arose as part of the York St John University (YSJ) iPad Project. The management and deployment of the iPads was based on Apple’s ‘institutional’ model and was informed by the YSJ Technology Enhanced Learning quality framework.