Comparative analysis of Palm and wearable computers for Participatory Simulations

Abstract

Recent educational computer-based technologies have offered promising lines of research that promote social constructivist learning goals, develop skills required to operate in a knowledge-based economy (Roschelle et al. 2000), and enable more authentic science-like problem-solving. In our research programme, we have been interested in combining these aims for curricular reform in school science by developing innovative and progressive handheld and wearable computational learning tools. This paper reports on one such line of research in which the learning outcomes of two distinct technological platforms (wearable computers and Palm hand-helds) are compared using the same pedagogical strategy of Participatory Simulations. Participatory Simulations use small wearable or hand-held computers to engage participants in simulations that enable inquiry and experimentation (Colella 2000) allowing students to act out the simulation themselves.The study showed that the newer and more easily distributable version of Participatory Simulations on Palms was equally as capable as the original Tag-based simulations in engaging students collaboratively in a complex problem-solving task. We feel that this robust and inexpensive technology holds great promise for promoting collaborative learning as teachers struggle to find authentic ways to integrate technology into the classroom in addition to engaging and motivating students to learn science.

Procesos pedagógicos y uso de tecnología en el aula

“…Donde los estudiantes analizan sus acciones sin la participación del profesor; por ejemplo, en el aprendizaje colaborativo de conceptos de herencia genética mendeliana, a través de la participación simulada mediada por soportes computacionales portátiles (Klopfer, Yoon & Rivas, 2004).  Procesos mediados por el profesor.…”

“… Schematic representation (Van Amelsvoort, Andriessen & Kanselaar, 2007).  Proyectos de participación (Robertson & Howells, 2008) Reflexión  Procesos autónomos (Klopfer, Yoon & Rivas, 2004)  Procesos mediados (Nussbaum, Alvarez, McFarlane, Gomez, Claro, & Radovic, 2009). …”

Developing Motivating Collaborative Learning Through Participatory Simulations

“…• Klopfer et al [12] showed that the newer and more easily distributable version of Participatory Simulations on handhelds was equally as capable as the original Tag-based simulations in engaging students collaboratively in a complex problem-solving task. They feel that handhelds technology holds great promise for promoting collaborative learning as teachers struggle to find authentic ways to integrate technology into the classroom in addition to engaging and motivating students to learn science.…”

“…Some research groups have implemented collaborative learning participatory simulations with handhelds and infrared beaming [16], and it has been found that this kind of activities provide various advantages for teaching and learning: (a) they introduce an effective instructional tool and have the potential to impact student learning positively across curricular topics and instructional activities [18], (b) they increase the motivation [12], [4], and (c) they generate positive effects in engagement, self-directed learning and problemsolving [12].…”

A Framework like a tool for specify motivating Collaborative Learning Participatory Simulations

“…Some research groups have implemented participatory simulations with handhelds and infrared beaming [15], and it has been found that this kind of activities provide various advantages for teaching and learning: (a) they introduce an effective instructional tool and have the potential to impact student learning positively across curricular topics and instructional activities [16], (b) they increase the motivation [11], [5], and (c) they generate positive effects in engagement, self-directed learning and problem-solving [11].…”