iPads in Inclusive Classrooms: Ecologies of Learning

Meyer, Bente

doi:10.1007/978-3-319-05825-2_3

Cited by 18 publications

(16 citation statements)

References 25 publications

(15 reference statements)

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“…They allow students to model in a dynamic, reflective way. Others contend that MT can provide new forms of personal ownership (e.g., Meyer, 2015) [25] that in turn supports learners' personal understanding and conceptual frames (Melhuish and Falloon, 2010) [10].…”

Section: M-learningmentioning

confidence: 99%

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

Willacy

Calder

2017

Education Sciences

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This paper reports on an aspect of a case study of four 11-to-13-year-old students of a Regional Health School (RHS) in New Zealand, using apps on their own mobile devices as part of their mathematics programs. It considers the issue of engaging students in mathematical learning when they are recovering from significant health issues. The paper examines the influence of apps on these students' engagement with mathematical learning through the facilitation of differentiated learning programs. The research design was a case study with semi-structured interviews, questionnaires and observation used to generate the data. A number of themes arose from the data including both the positive and negative influences of apps on student engagement and the influence of apps on facilitating differentiated learning programs. The results indicated that using apps for mathematics had a positive influence on student engagement for most students. The positive student engagement seemed to be partly due to the apps' ability to support differentiated learning.

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Section: M-learningmentioning

confidence: 99%

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

Willacy

Calder

2017

Education Sciences

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“…Furthermore, access to the tablet as a personal device and the ability to take it home, has been found key to children's adoption of the technology [5,6,12]. Findings from studies comparing children's learning activities with iPads and with traditional learning material (e.g., using a history app [18]) provide valuable insights into the impact of tablet technology on learning [1,15,31,40]. However, this study approach does not shed light on tablets' integration into diverse classroom activities as they evolve adhoc.…”

Section: Tablets In the Classroommentioning

confidence: 99%

“…However, this study approach does not shed light on tablets' integration into diverse classroom activities as they evolve adhoc. Other studies that included large groups of children in classroom environments highlight organisational and group work problems around tablet-use [31,40]. Further research stresses the need to study these devices in-situ, within the context of use [31] (an already known challenge in HCI [20]).…”

Section: Tablets In the Classroommentioning

confidence: 99%

“…Other studies that included large groups of children in classroom environments highlight organisational and group work problems around tablet-use [31,40]. Further research stresses the need to study these devices in-situ, within the context of use [31] (an already known challenge in HCI [20]). Our study builds on this previous work by observing the introduction and gradual integration of iPads into a classroom over a period of several months.…”

Section: Tablets In the Classroommentioning

confidence: 99%

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Facilitator, Functionary, Friend or Foe?

Mann

Hinrichs

Read

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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We present the findings from a longitudinal study of iPad use in a Primary school classroom. While tablet devices have found their way into classroom environments, we still lack indepth and long-term studies of how they integrate into everyday classroom activities. Our findings illustrate in-classroom tablet use and the broad range of learning activities in subjects such as maths, languages, social sciences, and even physical education. Our observations expand current models on teaching and learning supported by tablet technology. Our findings are child-centred, focusing on three different roles that tablets can play as part of learning activities: Friend, Functionary, and Facilitator. This new perspective on in-classroom tablet use can facilitate critical discussions around the integration and impact of these devices in the educational context, from a design and educational point of view.

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“…Learning processes in general appear to manifest more as a coalition of material and social entities, or what Meyer (2015) termed a socio-material bricolage. Others (e.g., Calder and Murphy 2018) also acknowledge this interplay of material and social elements but have included the significance of participant worldviews, and the associated discourses that lead participants to this positioning.…”

Section: Introductionmentioning

confidence: 99%

Space Exploration: Approaches to Inhabiting Digital Spaces and Their Influence on Education

Calder

Otrel-Cass

2021

Postdigit Sci Educ

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What happens when we go online, interact and leave our digital footprints? What is the nature of the online spaces that teachers and their students inhabit and the implications of being in these spaces? In this article we have explored these questions by following the theoretical inspirations by James Paul Gee about affinity spaces and Martin Heidegger’s notions on dwelling. The article interweaves its argument with examples from several research projects to argue that online environments allow for opportunities to play and personalize, to be creative, and that these forms of expressions are an interplay of social and technical elements. While the control within digital spaces is not transparent, we contend that there are opportunities for the user to exert influence on and within digital spaces, and to transform them in varying ways and scope. Sometimes those spaces facilitate autonomy and self-selection, which in turn initiates or confirms transformation. With the growth and increased sophistication of virtual realities and artificial intelligence, we need to understand the nature of the educational engagement within these spaces. We also need to understand this mutually influencial engagement between the user and these digital spaces, and be vigilant as to who might be exerting the most influential control.

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iPads in Inclusive Classrooms: Ecologies of Learning

Cited by 18 publications

References 25 publications

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

Making Mathematics Learning More Engaging for Students in Health Schools through the Use of Apps

Facilitator, Functionary, Friend or Foe?

Space Exploration: Approaches to Inhabiting Digital Spaces and Their Influence on Education

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