Teaching and Learning Physics in a 1:1 Laptop School

Zucker, Andrew A.; Hug, Sarah

doi:10.1007/s10956-008-9125-3

Cited by 53 publications

(45 citation statements)

References 9 publications

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“…Frequent connectivity issues and the flexibility needed to shift gears if/when hardware or software problems emerge mean planning for implementation needs to allow for this dynamism. Despite the teachers' intentions to create integrated experiential-based learning opportunities for their students, which Zucker and colleagues (Zucker and Hug 2008;Zucker and Light 2009) have noted can engage students in complex thinking, problem-solving, reflection and production, connectivity issues may in part be responsible for the generally low levels of motivation and cognitive engagement that our case teachers reported among their students, as described next.…”

Section: Barriers To Innovative Science Teachingmentioning

confidence: 71%

“…How teachers choose to use the laptops is very important" (p. 52). And according to Zucker and Hug (2008), in a technology-rich environment, teachers need to be "masters of pedagogy" (p. 593).…”

Section: Resultsmentioning

confidence: 99%

“…The school environment became even better resourced when Hewlett Packard supplied the school with $1million worth of computers and associated technology (Zucker and Hug 2007). Reports from this school demonstrate the wide potential of one-toone laptop programs for 21 st century learning, given appropriate conditions to support high-level, effective implementation (Zucker and Hug 2008;Zucker and King 2009;Zucker and Light 2009). …”

mentioning

confidence: 99%

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Science Teachers’ Response to the Digital Education Revolution

2014

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We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the 'Digital Education Revolution,' Australia's national oneto-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change, it is important to consider teachers perspectives and responses to such change and we draw from sociocultural perspectives for our analysis. Through interviews and classroom observations, our interpretive analysis identified four key tensions and contradictions. These include the following: (1) barriers to innovative science teaching; (2) maintaining classroom and school connectivity; (3) teacher versus student expectations; and (4) changes to classroom management. Analysis leads to implications for the future of this and similar programs. The study shows that while these two teachers were committed to developing and delivering technology-rich science lessons, there were many factors that challenge how the implementation progressed. The findings from this study have implications for the continued engagement of teachers in this and other jurisdictions considering the introduction of one-to-one laptop programs.

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Section: Barriers To Innovative Science Teachingmentioning

confidence: 71%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Science Teachers’ Response to the Digital Education Revolution

2014

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“…Este es el caso de trabajos sobre la mejora de habilidades relacionadas con la resolución de problemas cuantitativos (Diederen et al, 2005), conceptos y procedimientos asociados a la medida de variables físicas (Kiboss, 2002), desarrollo de destrezas espaciales relacionadas con la geografía o la astronomía (Piburn et al, 2005;Hasen et al, 2004) o mejora de la comprensión de conceptos claves en química y física (Trindade et al, 2002;Venkataraman, 2009;Zucker y Hug, 2008).…”

Section: Consideraciones Finalesunclassified

Nuevas tecnologías y aprendizaje significativo de las ciencias

Quesada

Armenteros

2014

ensciencias

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Este trabajo pretende fomentar la reflexión sobre el potencial de la tecnología educativa para promover el aprendizaje significativo de las ciencias. Con este propósito se recurre a la literatura especializada, para mostrar algunos resultados de investigación sobre la aplicación de las TIC a la enseñanza de las ciencias (herramientas de adquisición de datos, programas de modelización, simulaciones, laboratorios virtuales…). El valor formativo de dichas aplicaciones se discute desde los actuales conocimientos acerca de cómo los individuos aprenden, mostrando el potencial de estos recursos para superar los obstáculos específicos asociados al aprendizaje efectivo de las ciencias (ideas previas, falta de contextos significativos, grado de abstracción de modelos y teorías…). No obstante, también se ofrece una visión crítica señalando riesgos y limitaciones.

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“…Research shows that visualizations and simulations are a powerful and effective way for students to learn science concepts in learning environments with the suitable technology equipment (Gras, Cañadas & Ginovart, 2013;Zucker & Hug, 2008;Méndez, Lorenzo, Acosta, Torres & González, 2006;Heuer & Blaschke, 2001), and interactive applets provide powerful and flexible simulation tools (Canesin, Gonçalves & Sampaio, 2010). Today there are software tools available which allow lecturers, teachers and even students with very limited Java programming knowledge to create their own independent, high quality applets as an effective teaching and learning tool if used in an appropriate pedagogical setting, including virtual laboratories (Esquembre, 2004;Sánchez et al, 2005).…”

mentioning

confidence: 99%

An evaluation tool for physics applets

Pejuan

Bohigas

Jaén

2016

J. Technol. Sci. Educ.

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Physics applets are well known appealing resources to teach and learn physics, and a large number of them are available on the Internet. Nevertheless, not all of them are of the same quality, because such applets do not fit every specific teaching/learning purpose. The start question was which features should have a physics applet in order that it can be considered a good applet according to our experience as teachers or lecturers. The answer should be based on practical evaluations of applets from the Internet, taking quality evaluation criteria already published into account. In this way, an evaluation tool was developed as a rubric which draws attention to the different aspects of an applet that are relevant for teaching or learning a physics topic, grouping these aspects into five categories. Each category is given a separate scoring based on a preparatory qualitative evaluation of the aforementioned aspects. This evaluation tool has been tested on five physics applets by four secondaryschool teachers as experts in first-year students' background. The results show the suitability degree of each of these applets as resources for different teaching/learning environments, as well as the suitability of the evaluation tool itself. In addition, the evaluation tool simplifies the interchange of information on physics applets among teachers and lecturers.

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Teaching and Learning Physics in a 1:1 Laptop School

Cited by 53 publications

References 9 publications

Science Teachers’ Response to the Digital Education Revolution

Science Teachers’ Response to the Digital Education Revolution

Nuevas tecnologías y aprendizaje significativo de las ciencias

An evaluation tool for physics applets

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