Using a “hybrid” science notebook: elementary teacher candidates’ experiences
Jennifer Kreps Frisch, University of Minnesota Duluth, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This brief paper will discuss how teacher candidates use a “hybrid” science notebook, combining the best of paper-and-pencil and digital science notebooks Elementary pre-service teacher candidates use composition notebooks to collect and organize data from activities and investigations, and then use a digital portfolio (“Seesaw”) to develop and share “presentations” and reflections on what they have learned. In-progress case study research on how candidates make use of each tool will be presented, including: the types of media candidates choose to use and how they modify the media, how they integrate paper notebooks into digital portfolio entries, and the extent to which they include paper, hybrid, and/or digital notebooks in their science lesson and unit plan assignments
Frisch, J.K. (2018). Using a “hybrid” science notebook: elementary teacher candidates’ experiences. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1882-1887). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/182786/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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