排序方式： 共有25条查询结果，搜索用时 31 毫秒
1.
Min Liu Cesar C. Navarrete Robert Scordino Jina Kang Yujung Ko Mihyun Lim 《Journal of Research on Technology in Education》2016,48(3):159-180
While there is evidence of the growing popularity of iPads and other tablets in K–12 education, little is understood about how teachers use these devices in their instruction. This study examines 342 teachers' comfort level with and perception toward iPad use and any changes that occurred over the implementation year. Using a mixed-methods design, this study found significant differences in comfort level by years of teaching and school levels. Female teachers, teachers with 20 years or less of teaching experience, and elementary school teachers were more positive about their perception toward iPad use than the other groups. High school teachers' perception was the lowest overall. Analyses of teacher interviews revealed affordances, challenges, and diverse ways of how teachers used iPads in their instruction. Implications for practice and research are discussed. 相似文献
2.
This study examined whether gaining access to a new digital device enhanced the digital media literacy of young adults and what factors determine such change. Thirty-five young adults were given a mobile tablet device and observed for one year. Participants engaged in an online community, responding regularly to online surveys and discussion forums. Digital media literacy, using multidimensional scales, was measured at the beginning and end of the study. Usage was measured every month to track changes over time. When measured with multiple dimensional scales, the participants’ digital media literacy levels increased over time. Those who used the tablet device for information access and social activities increased their digital media literacy in some dimensions. However, an increase in digital media literacy was not directly related to the time spent on the tablet. 相似文献
3.
Hannah Bodsworth 《Physical Education & Sport Pedagogy》2017,22(6):563-579
Background: The influence of technology on children’s everyday lives is significant in today’s society, with children described as digital natives and/or the iGeneration. There are also a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. Consequently, the mechanisms that can support practitioners to use digital technologies to help pupils learn optimally in physical education requires further attention.
Purpose: The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education.
Research design: Data are presented from an action research project that focussed on how a teacher-researcher used iPads (tablet personal computers) within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague’s observation.
Data analysis: Data analysis was ongoing throughout the athletics units as part of the action research design. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process.
Findings: Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. Action research, however, and the process of reflection and collaborative inquiry acted as key facilitators for the teacher-researcher to learn how to use digital technology to support learning.
Conclusion: Findings challenge existing literature which position the ‘digital natives’ or iGeneration of today’s society as competent and able to use digital technologies to learn in formal educational contexts. Moreover, this study shows that selecting a well-defined pedagogical approach that has been previously reported to support technology use, such as Cooperative Learning, will not automatically result in positive learning experiences for pupils. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices. 相似文献
4.
Tami Craft Al-Hazza 《Teacher Development》2017,21(5):704-721
AbstractThis mixed-method study sought to examine the experiences of a group of 21 pre-service teachers in a collegiate literacy education class which required a semester-long exploration of the potential of tablets to enhance the reading skills of youngsters. The quantitative portions of the study identified the participants’ daily use habits of electronic devices as well as their views on what is known as the new literacies. In the qualitative portions of the study, interviews and journal entries of the pre-service teachers were gathered relative to their experiences in devising literacy learning experiences using tablets. While these prospective teachers were avid users of electronic devises and confident in their abilities to use technology, they found considerable difficulty in preparing literacy-enhancing instruction which used tablet devices, which clearly points to the need for attention in teacher training programs to the use of tablet technology infused throughout teacher education courses. 相似文献
5.
This ethnographic research study investigated three elementary teachers’ perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework– technological, pedagogical or content knowledge – have similar levels of influence on teachers’ language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers’ attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers’ pedagogical knowledge and years of teaching experience strongly influenced their decisions regarding mobile technology integration. By the end of the study, all teachers identified stronger connections and awareness in relation to the components of TPACK. The implications of these findings will provide insight relevant to the development of professional development opportunities for teachers regarding TPACK that could ultimately lead to more successful technology integration by teachers. 相似文献
6.
Yen-Hui Wang 《Interactive Learning Environments》2017,25(3):397-411
The study integrated self-paced mobile learning (m-learning) into a language course, and examined what impacts were being produced on learners’ reading comprehension and student satisfaction resulting from the instruction with m-learning integration. The self-paced, learner-centered mobile learning integration instruction (MLI) was compared with group-oriented, teacher-centered instruction without m-learning integration. Six classes of students from three different departments participated in the study. One class from each department received MLI, while the other class from each department was involved in traditional learning instruction (TLI). Evaluation of the instruction was based upon data from the post-treatment reading test and one questionnaire related to learner satisfaction. The results revealed that the learners exposing to the MLI scored higher in the test than those with TLI, and they showed great satisfaction with the instruction integrating m-learning. Particularly, the students from the Department of Information Management receiving instruction supported by mobile technologies performed best in the reading test and gained the highest score on the satisfaction questionnaire. 相似文献
7.
8.
Alexia Achtypi Karen K. Guldberg Despina Papoudi 《British Journal of Special Education》2023,50(2):238-257
Little research has focused on the implementation of iPad practices in real contexts and the identification of relevant challenges and enablers. This work explored practices relating to using iPads for autistic pupils' social communication (SC) and emotional regulation (ER) based on key stakeholders' perspectives. It employed two case studies undertaken in two primary schools located in the United Kingdom's West Midlands. The data were gathered by interviewing practitioners and parents and analyzing the schools' computing policies. The outcomes varied from iPads being used as multimodal learning tools, to teachers focusing on SC and ER, and parents mainly on recreation and ER. The findings were evaluated using Abbott's concept of e-inclusion (2007), considering the impact of the relationship between technology, individuals and context on iPad use in situ. Issues are highlighted around pedagogy and teaching methods, offering insights into what drives teachers to make decisions regarding technology use. 相似文献
9.
Technology initiatives bring fear and excitement for students and educators, waning over time as devices lose their novelty, yet research related to long-term 1:1 adoption is lacking. The purpose of this research was to follow up with one Midwestern elementary school during its second year of iPad adoption. A Qualtrics survey was used to gather K-5 teacher perceptions. Quantitative and qualitative analyses were used to compare Year One to Year Two. Challenges during Year One included lack of professional development, technology management issues, administrative timing decisions, and poor planning. Success was found with the ability to differentiate instruction, participate in collaborative activities, and improved teacher confidence in classroom device integration. During Year Two, lack of professional development and management and technical issues remain as teachers continue to find the right balance of iPad use in the classroom. 相似文献
10.
This article examines young people's sense of self and collective identity in relation to their use of specific digital tools available at their school. We use membership categorisation analysis (MCA) to explore how a group of young people produce a collective identity-in-interaction as captured in concrete relational speech acts. Fine-grained MCA analysis of group interview talk reveals participant students operating as a collectivity to accomplish a sense of shared identity in relation to the iPad. This focus on the ways in which young people's identities are intertwined with digital technology distinguishes this article from the technicist and operational perspectives that dominate the field of educational technology research and demonstrates MCA's potential for illuminating the relationship that young people have with technology. The article contributes to a growing body of research that engages with more nuanced ways of understanding contemporary, technology-mediated learning as a process of producing not only knowledge and skills, but also selfhood—both private and shared. 相似文献