Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial

A review of the types of mobile activities in mobile inquiry-based learning

“…Some examples of cooperative data collection are traditionally activities like taking notes (Hung et al, 2013;Hwang, Wu, et al, 2011;Liljeström, Enkenberg, & Pöllänen, 2013;Shih, 2010;Song, 2014;Tan et al, 2007;Yang & Lin, 2010) or drawing ideas, schemas or concepts (Chiang et al, 2014a(Chiang et al, , 2014bChung et al, 2010;Looi et al, 2014;Song, 2014;Song & Kong, 2014;Sun, Looi, Wu, & Xie, 2015). However, mobile technology also offers specific affordances like annotating data samples taken, or conceptualized mental models in order to make them shareable (Chang et al, 2012;Hung et al, 2012;Razikin et al, 2009;Sha et al, 2012;Shelley, Dasgupta, Silva, Lyons, & Moher, 2015;Song et al, 2012;Yarnall et al, 2006). From our analytical framework point of view (see table 6 and Appendix B), most of features of learners' agency are covered in the type of mobile activities involving data collection.…”

“…) (Parr et al, 2004) (Razikin et al, 2009) (Roger & Price, 2008) (Schaal et al, 2012) (Sha et al, 2012) (Shelley et al, 2015) (Shih, 2010) (Song & Kong, 2014) (Song et al, 2012) (Song, 2014) (Song, 2016) (Suarez et al, 2014) (Suarez et al, 2016) (Sun et al, 2015) (Tan et al, 2007) (Ternier et al, 2012) (Vavoula et al, 2009 (Vogel et al, 2014) (Wong, 2013) b (Wong, 2013) a (Yang & Lin, 2010) (Yarnall et al, 2006) M A N U S C R I P T…”

Professional Development for Technology-Enhanced Inquiry Science

“…When looking at the studies of professional development programs that lasted 1 year or less, the findings suggest that teachers’ use of technology in the first year is less influenced by the design of the professional development program and more heavily influenced by the technical and instructional challenges related to implementing the technologies in a typical classroom for the first time. As shown in Table 5, three studies documented 1-year professional development programs that supported teachers to engage in all of the knowledge integration learning processes but had very limited effects on the participating teachers’ practices or students’ science learning (Guzey & Roehrig, 2009; Penuel & Yarnall, 2005; Yarnall, Shechtman, & Penuel, 2006). After participating in comprehensive, constructivist-oriented professional development, fewer than two thirds of the participating teachers in each of these studies used the technologies to enhance their students’ inquiry science learning experiences.…”

“…Rather, the majority of the participating teachers in each of these studies adapted the technology to support a direct instruction approach to teaching. By a direct instruction approach, we mean that a majority of teachers used the technology tool or curriculum to show or demonstrate science content to students rather than engage students in an inquiry investigation (Guzey & Roehrig, 2009; Penuel & Yarnall, 2005; Yarnall, Shechtman, & Penuel, 2006).…”

Mobile phones for teaching physics

“…Some works have proposed to use the mobile devices as additional channels of a personalized evaluation of knowledge [19] or to facilitate assessment in classrooms [20,21]. However important security issues must be addressed before implementing such evaluation in order to guarantee a proper evaluation of the correct student.…”