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iRPDA framework for guiding design-based research for iPad apps

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2017年第2期48卷 598-610页

作者： Kucirkova, Natalia Manchester Metropolitan Univ Early Years & Childhood Studies Manchester Lancs England

The last 5 years have been marked by an explosion of tablet and smartphone applications designed for young children and several calls to encourage educational researchers to engage in children's app research. This paper presents a novel prospect for educational researchers: to collaboratively research, implement and produce iPad apps for educational purposes. Based on the author's own research as well as that of others, an original framework Research, Practice and Design framework (iRPD) for guiding such collaborative efforts is provided, along with five key principles: triple collaboration, shared epistemology, awareness of affordances and interconnected social factors, and child-centred pedagogy. The novel affordances of collaboratively produced iPad apps for educational design-based research are outlined, along with several examples of how such an engagement might enrich educational research and the app landscape.

关键词： Handheld Devices computer oriented programs Educational Researchers Instructional Design Affordances Student Centered Learning Educational Research Epistemology Research and Development Educational Technology

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Toward Evidence-Based Smartphone Apps to Enhance Human Health: Adoption of Behavior Change Techniques

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AMERICAN JOURNAL OF HEALTH EDUCATION 2018年第4期49卷 210-213页

作者： Rhea, Christopher K. Felsberg, Danielle T. Maher, Jaclyn P. Univ North Carolina Greensboro Greensboro NC USA

There has been a substantial increase in the number of health-related smartphone applications (apps) available to consumers in recent years. How does one decide which apps have scientific evidence backing their claims and which are fake news? In this Commentary, we explore the hierarchy of scientific claims and review recent literature to identify areas of Health Education and health promotion in which evidence-based smartphone apps are available. Further, we present a theory-based framework to help app developers optimize their potential to enhance human health.

关键词： Handheld Devices Telecommunications Evidence computer oriented programs Behavior Change Models Health Education Health Promotion Adoption (Ideas)

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Evaluating a blended degree program through the use of the NSSE framework

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2017年第5期48卷 1176-1187页

作者： Vaughan, Norman Cloutier, David Mt Royal Univ Educ Calgary AB Canada Acad Mt Royal Univ Students Assoc Calgary AB Canada

The purpose of this student-faculty partnership research study was to evaluate the effectiveness of a blended four-year Bachelor of Education Elementary Program at a Canadian university using the National Survey of Student Engagement (NSSE) framework. Data was collected from the first graduating cohort of students from the B. Ed. program in partnership with four Undergraduate Student Research Assistants (USRA). The students in this study completed online surveys and participated in focus groups at the end of their first and fourth years in the program. The study participants provided recommendations for improving the quality of the program based on the five NSSE benchmarks and the use of digital technologies. The main recommendations that emerged from this study were that student and faculty interactions, outside of the classroom, could be enhanced through the use of web-based conferencing tools to support "virtual" office hours. Course assignments that incorporate peer mentoring activities through the use of social media applications could provide richer opportunities for active and collaborative learning. Creating more intentional connections between academic coursework and field placements through the use of Google applications could help to strengthen the relationship between theory and practice in the program. Enriching educational experiences could be expanded through the use of social media applications to promote and communicate student led academic and social events. A supportive campus environment could be improved by the development of a digital "road map" and co-curricular record for the program.

关键词： Foreign Countries Undergraduate Students Student Research College Faculty Online Surveys Focus Groups College Freshmen College Seniors Educational Quality Learner Engagement National Surveys Student Surveys Benchmarking Educational Technology Technology Uses in Education Teacher Student Relationship computer Mediated Communication Mentors Peer Relationship Social Media Cooperative Learning computer oriented programs Theory Practice RelationshipCanada

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Use of iPads and iPods for Academic Performance and Engagement of PreK-12 Students with Disabilities: A Research Synthesis

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EXCEPTIONALITY 2017年第1期25卷 54-75页

作者： Ok, Min Wook Kim, Woori Univ Hawaii Manoa Honolulu HI 96822 USA Chonnam Natl Univ Gwangju South Korea

New technology devices such as iPads and iPods have become very popular and widely used in special education settings to teach students with disabilities. The 20 selected single-case design studies published by November 2015 were comprehensively reviewed to examine the effects of using iPads and iPods on academic performance and engagement of students with disabilities. This study also examined the approaches of using the devices during instruction. Results of the review indicated that using the devices was effective for enhancing both academic performance and engagement of students with disabilities. The results also indicated that the devices could be used for instruction in various ways, including use of a variety of types of applications and delivery of videos. Directions for future research and implications for practice are discussed.

关键词： Handheld Devices Technology Uses in Education Special Education Disabilities Academic Achievement Learner Engagement Elementary Secondary Education Preschool Children Elementary School Students Secondary School Students Case Studies Instructional Effectiveness computer oriented programs Delivery Systems Video Technology Educational Practices Literature Reviews Research Methodology Coding Interrater Reliability Effect Size Standards Use Studies Literacy Education Mathematics Education Science Education

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The Internet of Toys: A Posthuman and Multimodal Analysis of Connected Play

TEACHERS COLLEGE RECORD

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TEACHERS COLLEGE RECORD 2017年第12期119卷 1-32页

作者： Marsh, Jackie Univ Sheffield Educ Sheffield S Yorkshire England

Background: The study reported in this article focuses on an exploration of the role and nature of play in young children's use of toys that connect physical and digital domains. Purpose: The purpose of the article is to explore the nature of the connections that are made in play that transverses physical and virtual domains. The article draws on posthuman theory to explain some of the complexity of the play that occurs in these contexts. Research Design: The research took place in the United Kingdom, and the overall study consisted of four distinct stages: (a) A survey of 2,000 parents of children aged 0-5 years, focusing on children's access to and use of tablet apps;(b) case studies of preschool children's use of apps in six families;(c) observations of children aged 3-5 years in a school using apps;and (d) content and multimodal analysis of apps. The focus of this article is on (b), although some of the survey data from the first stage of the study are also shared to provide context. Data Collection and Analysis: The focus for this article is the play of a three-year-old girl, Amy. In addition to ethnographic data constructed over a 2-month period (field notes, interviews, photographs, and films), Amy's mother collected data between the researchers' visits by making films of her daughter's use of apps. Amy also collected data herself by wearing a GoPro chestcam. The data that inform the analysis in this article are from a film created by Amy (11: 05 minutes) and a video filmed by Amy's mother (5.21 minutes). Data were both inductively analyzed using multimodal (inter) action analysis and deductively analyzed using a posthumanist approach. Findings: Amy's play connected digital and nondigital components in complex ways. An app and related physical object that typify the Internet of Toys provided opportunities for Amy's play to take place across physical and digital domains, and the inorganic objects embedded in the electronic toy and related app were an important

关键词： Young Children Toys Play Parent Surveys Telecommunications Handheld Devices Access to computers Case Studies computer oriented programs Ethnography Interviews Photography Films Video Technology Internet Foreign CountriesUnited Kingdom

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SUPPORTING FOURTH-GRADE STUDENTS' WORD IDENTIFICATION USING APPLICATION SOFTWARE

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READING PSYCHOLOGY 2017年第4期38卷 349-368页

作者： Moser, Gary P. Morrison, Timothy G. Wilcox, Brad Alpine Sch Dist Amer Fork UT USA Brigham Young Univ Dept Teacher Educ 205 MCKB Provo UT 84602 USA

A quasi-experimental study examined effects of a 10-week word structure intervention with fourth-grade students. During daily 10-15-minute practice periods, students worked individually with mobile apps focused on specific aspects of word identification. Pre- and post-treatment assessments showed no differences in rate and accuracy of oral reading between groups that did and did not use the apps, with little effect on motivation to read. Some differences were found in level of texts read and in spelling favoring the intervention students. However, practical significance was found in gains in percentile rank scores on standardized vocabulary and comprehension measures.

关键词： Quasiexperimental Design Grade 4 Elementary School Students Intervention computer oriented programs Telecommunications Handheld Devices Word Recognition Pretests Posttests Teaching Methods Reading Rate Oral Reading Accuracy Reading Motivation Spelling Vocabulary Reading Comprehension Reading Tests Measures (Individuals) Literacy Education Experimental Groups Control Groups

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Plickers: A Formative Assessment Tool for K–12 and PETE Professionals

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Strategies 2017年第3期30卷 30-36页

作者： Krause, Jennifer M. Dauenhauer, Brian School of Sport and Exercise Science at the University of Northern Colorado Greeley CO United States Department of Sport Exercise Recreation and Kinesiology East Tennessee State University Johnson City TN United States

Classroom response systems have become popular in K–12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system is available that requires very little technology, is easy to use, and can provide feedback on student learning in an instant. This article will discuss Plickers as a real-time formative assessment tool that teachers can use to enhance assessment of student learning in physical education settings from K–12 to higher education. ©, Copyright Taylor & Francis.

关键词： Formative Evaluation Elementary Secondary Education Physical Education Physical Education Teachers Audience Response Systems computer oriented programs Feedback (Response) Physical Activities Teacher Education Handheld Devices Higher Education Academic Achievement Educational Technology

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Using Intelligent Personal Assistants for Second Language Learning: A Case Study of Alexa

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TESOL JOURNAL 2017年第4期8卷 811-830页

作者： Dizon, Gilbert Himeji Dokkyo Univ Himeji Hyogo Japan

The proliferation of smartphones has given rise to intelligent personal assistants (IPAs), software that helps users accomplish day-to-day tasks. However, little is known about IPAs in the context of second language (L2) learning. Therefore, the primary objectives of this case study were twofold: to assess the ability of Amazon's IPA, Alexa, to understand L2 English utterances and to investigate student opinions of the IPA. Four university students of English as a foreign language (EFL) in Japan participated in the study, which involved each participant interacting with Alexa in a 20-min session. Three sets of data were collected and analyzed to achieve the study's aims: learner-generated command performance, interactive storytelling performance, and interviews. The quantitative results showed that Alexa accurately understood only 50% of learner commands, whereas comprehensibility during the interactive storytelling skill, Earplay, was much higher (90%). Three themes were identified from the interviews based on criteria developed by Hubbard (): hindered learner efficiency due to the lack of first language (L1) support, improved learner effectiveness through indirect pronunciation feedback, and better access to conversational opportunities. These findings demonstrate that EFL learners perceive Alexa to be a potentially useful tool to enhance language learning and underscore the need for additional (L2) research of IPAs.

关键词： Foreign Countries College Students Second Language Learning English (Second Language) Intelligent Tutoring Systems Handheld Devices computer oriented programs Case Studies Speech Skills Listening Comprehension Story TellingJapan

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Pendulum rides, rotations and the Coriolis effect

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Physics Education 2018年第4期53卷 045017-045017页

作者： Pendrill, Ann-Marie Modig, Conny National Resource Centre for Physics Education Lund University Box 118 Lund SE 221 00 Sweden Gymnasium Skövde Västerhöjd Gymnasiegatan 1 Skövde SE 541 31 Sweden

An amusement park is full of examples that can be made into challenging problems for students, combining mathematical modelling with video analysis, as well as measurements in the rides. Traditional amusement ride related textbook problems include free-fall, circular motion, pendula and energy conservation in roller coasters, where the moving bodies are typically considered point-like. However, an amusement park can offer many more examples that are useful in physics and engineering education, many of them with strong mathematical content. This paper analyses forces on riders in a large rotating pendulum ride, where the Coriolis effect is sufficiently large to be visible in accelerometer data from the rides and leads to different ride experiences in different positions. © 2018 IOP Publishing Ltd.

关键词： Science Instruction Physics Motion Scientific Concepts Educational Technology computer oriented programs Recreational Facilities Measurement Equipment Secondary School Science High Schools

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Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching

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Journal of Digital Learning in Teacher Education 2017年第3期33卷 91-102页

作者： Karchmer-Klein, Rachel Mouza, Chrystalla Harlow Shinas, Valerie Park, Sohee University of Delaware United States Lesley University United States University of Delaware United States

The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as guides, 17 instructional chains designed by nine teachers were analyzed for patterns. Findings revealed teachers launched iPad-integrated instruction by using content apps to engage students in experiencing information at the beginning of each lesson or by using a flipped classroom model. Additionally, all instruction incorporated multiple apps and multiple knowledge processes, although some sequences were all-digital and others combined digital and nondigital activities. © 2017, © 2017 ISTE | ***/jdlte.

关键词： Middle School Teachers Instructional Design Technology Integration computer oriented programs Affordances Handheld Devices Blended Learning Semi Structured Interviews Focus Groups Observation Middle School Students

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