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Examining the Efficacy of a Technology Enhanced Clock-Reading Instructional Protocol
PROCEEDING

, , , University of Victoria, Canada

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

Abstract

In this paper we share our results from a pilot study designed to support the validation of a technology enhanced instructional protocol for clock-reading. This protocol integrated appropriate technology tools (iPads and a researcher-designed app) with collaboratively created lessons to facilitate learning of clock and time concepts in the intermediate level classroom. A lesson study approach was used to design, refine and improve the treatment, which included teacher-led activities, discussions, structured use of the iPad app, on-app formative assessments and off-app summative assessments. Data collected included four parallel curriculum-based pre- and post-intervention assessments, classroom observations, and follow-up interviews. After sharing our initial results, we discuss the implications for learning time concepts, for iPad use to support such, for refining our protocol, and for continued app development.

Citation

Pelton, T., Milford, T. & Francis Pelton, L. (2016). Examining the Efficacy of a Technology Enhanced Clock-Reading Instructional Protocol. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2544-2549). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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