The role of tablets in schools continues to evolve. While education authorities in some countries are reducing screen use, others are investing in digital devices as part of their teaching and learning strategies. But how can teachers use tablets effectively to support personalised learning and enrich lessons? Current research shows that tablets can support learning processes, motivation, collaboration and independent work when they are integrated in a pedagogically meaningful way (Fischer & Nörpel, 2024; University of Würzburg, “School of Tomorrow” research project, 2025).
The key factor is not the device itself, but how it is used in the classroom. A clear digital learning environment helps to structure tablet use effectively. Learning platforms such as itslearning also make it possible to connect learning activities with learning objectives and curriculum requirements. This gives teachers an overview not only of tasks and materials, but also of the learner’s competencies and where further support may be needed.
Before looking at specific ways to use tablets, it is worth considering the research. Discussions about tablets in schools, particularly around screen time, are often polarised. While passive consumption of screen content, such as television or non-interactive videos, is associated with negative effects on children’s learning behaviour and academic performance, targeted and interactive applications, such as learning apps or digital educational games, can have positive effects on educational outcomes. The key factor is therefore not screen time itself, but how and for what purpose digital media are used (Sanders et al., 2024). At the same time, research shows that the effects of digital tools depend on how they are used in teaching, which presents a more nuanced picture overall.
An overview of current studies shows that tablets can support the following areas in particular:
Fischer and Nörpel (2024) conclude that digital devices can have positive effects when they provide learners with different ways to access content and support individual learning pathways. The scientific study conducted by Julius-Maximilians-Universität Würzburg also shows that a one-to-one tablet programme can support motivation, collaboration and school-based learning under suitable pedagogical conditions. Important factors include a clear didactic structure and active guidance from the teacher (University of Würzburg, 2025).
The research therefore suggests that well-defined learning objectives, appropriate tasks and teacher guidance are important conditions for effective use of tablets in the classroom. Digital tools can complement pedagogical planning and personal interaction in a meaningful way (University of Würzburg, 2025; Lower Saxony Education Portal, n.d.).
Many teachers are less interested in the technology itself than in how tablets can be used in a pedagogical practice.
Digital devices can make learning processes more personalised. Materials can be adapted to different learning needs, while learners can work through content at their own pace and access additional support when needed. This can be particularly helpful in mixed-ability groups. While some learners are still consolidating basic knowledge, others can already work on more advanced tasks. Tablets can therefore support teaching that responds more closely to individual needs.
A key requirement is that the different learning opportunities remain clear and manageable for everyone involved. A shared digital structure can give learners direction and help teachers provide tasks and materials that match different levels of progress.
Tablets make it easier to adapt tasks, explanations and additional materials to different levels of progress. Learners can receive suitable support or more advanced tasks without losing the shared subject focus
Learners can watch learning videos more than once and work through content at their own pace. Short tasks or reflection questions can integrate the videos more closely into the learning process and support personalised learning.
Digital portfolios make learning progress visible and encourage self-reflection. Learners can collect work, assess their development and use feedback to guide their next steps. Teachers also gain insight into the full learning process, not only the final outcome.
Tablets make it easier to adapt tasks, explanations and additional materials to different levels of progress. Learners can receive suitable support or more advanced tasks without losing the shared subject focus
Digital feedback helps learners assess their current level and plan their next steps. Feedback linked to learning objectives shows what has already been achieved and what they can continue to work on.
Tablets offer many opportunities to integrate digital literacy directly into the learning process. When learners research information, compare sources or create digital content, they also practise evaluating information critically and using digital tools responsibly.
This also includes protecting personal data and communicating respectfully online. Digital literacy is therefore not limited to a single lesson but becomes part of everyday school life.
Individual learning pathways allow learners to work on tasks that match their current level. Some may receive additional support, while others continue with more challenging tasks. In a tablet classroom, learners can follow different learning pathways within the same topic. Some may receive additional explanations and practice tasks, while others explore the topic through more advanced projects.
In itslearning, these pathways can be structured clearly using suitable materials, weekly plans or step-by-step task sequences. All learners work towards the same learning objectives but take different routes to reach them and gradually take more responsibility for their own learning.
Introducing tablets is often seen as an important step in digitalisation. In practice, however, devices alone do not lead to sustainable school development. This is why discussions about tablets often remain too narrow. The pedagogical value comes from suitable learning tasks, guidance from teachers and a reliable learning environment that provides direction.
Shared agreements within the school are equally important. Consistent basic structures, professional development and collaboration among colleagues help schools integrate tablets into everyday teaching in a meaningful and sustainable way.
The more intensively tablets are used in teaching, the more important a shared digital framework becomes. A learning platform such as itslearning connects tablet-based work with clear processes and creates consistency in the classroom.
The hardware provides access to digital content, while itslearning creates a reliable framework for using that content in teaching. Teachers decide how to use the digital possibilities in a way that suits their learners and their teaching objectives, allowing them to guide learning processes purposefully. The value of a tablet classroom therefore does not come from the device alone, but from a holistic approach.
Tablets offer significant potential for personalised learning, independence and the development of digital literacy. Research shows, however, that this potential can only be realised when tablets form part of a carefully considered pedagogical approach (University of Würzburg, 2025; Fischer & Nörpel, 2024).
Technology alone is not enough. Schools also need a shared pedagogical understanding, transparent learning processes and a learning environment that supports teaching and collaboration. Sustainable digital school development emerges when hardware, software, pedagogy and school organisation work together.
Successful digitalisation therefore does not begin with a tablet. It begins with the question of how learning should be designed.