Getting in Touch: Use of Mobile Devices in the Elementary Classroom
Getting in Touch: Use of Mobile Devices in the Elementary Classroom
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保持联系：在小学课堂中使用移动设备
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
T. Gallagher
中科院分区：
文献类型：
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作者：
Katia Ciampa;T. Gallagher
在这项单一案例研究中，我们研究了全校 Apple iPod Touch 集成对学生学习和参与的感知影响。数据收集包括小学教师和校长访谈以及家长调查。调查结果显示，使用 iPod Touch 时，教师和学生的认知角色发生了显着变化。与当前的教学实践一致，研究结果还表明，移动技术促进了自主学习、同伴指导、差异化教学和形成性评估，并提高了学生的参与度。有关将这些移动设备集成到 K-8 学校以及使用 iPod Touch 作为将学习支持扩展到课堂之外的方式的注意事项。
In this single-case study, we examined the perceived influence of school-wide Apple iPod Touch integration on student learning and engagement. Data collection consisted of elementary teacher and principal interviews, as well as parent surveys. Findings revealed that there was a marked shift in teachers’ and students’ perceived roles when the iPod Touch was used. Consistent with current pedagogical practices, the findings also suggested that mobile technology facilitated self-directed learning, peer mentoring, differentiated instruction, and formative assessment, and enhanced student engagement. Caveats are offered regarding the integration of these mobile devices into K–8 schools and the use of the iPod Touch as a way to extend the support of learning beyond the classroom.