The Teacher’s Laptop as a Hub for Learning in the Classroom

Parr, Judy M.; Ward, L. E.

doi:10.1080/15391523.2011.10782579

Cited by 13 publications

(7 citation statements)

References 19 publications

(6 reference statements)

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“…Moreover, research confirmed that literacy skills (Kennedy & Deshler, 2010), phonics, and decoding skills (Lenhard et al, 2011) are improved by instructional technology that measures student performance. Parr and Ward (2011) pointed out that one type of instructional technologies entering the education forum is the interactive whiteboard (IWB, hereafter). In the process of learning to read, young learners are required to acquire phonemic awareness skill with the contribution of IWB technology (Alhumsi, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

Alhumsi¹

2021

The Journal of AsiaTEFL

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The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.

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Section: Introductionmentioning

confidence: 99%

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

Alhumsi¹

2021

The Journal of AsiaTEFL

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“…The provision of staff laptops has been demonstrated to empower teachers to move from "didactic instructional approaches toward more student-centred, project-based lessons" (Windschitl & Sahl, 2002, p. 178). A teacher's laptop is a hub for learning in the classroom (Parr & Ward, 2011). Similarly: teachers with laptops are integrating ICT into their pedagogy and offering students a more varied and accessible curriculum (Cowie, Jones, & Harlow, 2011, p. 253).…”

Section: Research Context and Purpose Of Studymentioning

confidence: 99%

Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

Crook

Sharma

Wilson

et al. 2013

AJET

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<p>As schools start investigating and investing in the idea of 1:1 iPads and tablets, are there any lessons that can be learnt from recent 1:1 laptop deployments? In Australia, since 2008, 1:1 laptops have been introduced into every secondary school. This study reports on a survey designed to investigate frequency and type of laptop use, and the alignment of teacher and student perceptions of that use. Data was obtained from 14 secondary schools from the Catholic Education Office Sydney, involving responses from 1245 Grade 10 science students and 47 science teachers. As part of the analysis, bubble graphs are used to visually represent a teacher's alignment/misalignment with their students' self-reported practices. Results show student and teacher perceptions of use were usually relatively aligned though sometimes very contrasting. The alignment was measured with the use of a 'Misalignment Index'. Three distinct types of teacher/student alignment or misalignment emerge from a graphical analysis of the data. Of the teachers and students sampled, some 30% of teachers were highly aligned, 55% had medium alignment and 15% were badly misaligned with their respective students. Potential uses of the Misalignment Index and analysis tools are discussed.</p>

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“…Technology proved to be a motivating force in literacy and an important factor in enhancing literacy skills. Parr and Ward (2011) found that the simple presence of technology in the classroom can motivate students. The authors examined how a single laptop in the classrooms of teachers in New Zealand.…”

Section: Review Of the Literaturementioning

confidence: 99%

Combining Geocaching and Children’s Literature

Jones

2011

JSE

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Geocaching is a growing phenomenon and an interesting pastime that attracts people worldwide. This activity involves participants using Global Positioning System (GPS) units to hunt for hidden caches in a variety of settings. However, the educational value of the activity has yet to be fully realized. Researchers conducting the current study sought to infuse geocaching and the GPS technology in an interdisciplinary lesson in a third-grade classroom. The research team combined literature, technology, history, geography, art, diversity, and imagination into one two-part social studies lesson. The third graders were then surveyed about their reactions to the activity and the use of the GPS units. All respondents enjoyed the literature component of the activity and hunting with GPS units. Participants also indicated that programming and using the GPS units were their favorite aspects of the activity. Three participants had difficulty using the GPS units, yet all participants wanted to conduct more geocaching activities. Further research should be attempted with different types of literature and with children of different ages. Children also clearly enjoyed using the technology even when they did not fully understand it. Therefore, future research should also explore comprehensive instruction in the use of GPS units with elementary-aged children.

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The Teacher’s Laptop as a Hub for Learning in the Classroom

Cited by 13 publications

References 19 publications

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools

Combining Geocaching and Children’s Literature

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