Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher PROCEEDINGS
Seungoh Paek, Lori Fulton, University of Hawaii at Manoa, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her students, and students used the TNA as their science notebook instead of their paper-based notebook. At the end of the semester, an interview was conducted with the teacher to better understand her experiences with integrating TNAs into her science lessons and her perspectives on using digital science notebooks in general. The researchers also visited the science classroom to observe students using TNAs. This paper presents findings from the interview and the classroom observation. It ends with a discussion of the potential of technology to facilitate student engagement with scientific-inquiry and science-related writing.
Paek, S. & Fulton, L. (2015). Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 2853-2860). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/150398/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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Seungoh Paek & Lori Fulton, University of Hawaii at Manoa, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2638–2644
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