Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Four faculty members at a major University have been engaged with four rural high needs middle schools in a grant funded project whose purpose is to support content area teachers in the integration of literacy into their content instruction utilizing mobile technologies and educational apps. Using the professional development model of Japanese Lesson Study, math and science teachers in two of the middle schools have created app-based lessons that utilize an inquiry-based approach and a framework for classifying educational apps by their purpose. Ultimately the goal of this work is to increase disciplinary literacy in a blended learning environment. The use of apps represents a blended learning environment by providing students access to content and ways to demonstrate their knowledge and to practice skills. We have found the use of lesson study along with the framework for the use of apps to be an effective means of incorporating discipline literacy in these teachers' classrooms.
Hagevik, R. & Cherner, T. (2016). Discipline Literacy in Science and Math Education: Utilizing Mobile Technologies and Educational Apps in an Inquiry-based Learning Environment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2058-2064). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from https://www.learntechlib.org/primary/p/171975/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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