2020
2.
Ralph, R, Pennefather, P, Code, J, Petrina, S
Too many apps to choose from: Using rubrics to select mobile apps for preschool Book Chapter
In: Papadakis, S, Kalogiannakis, M (Ed.): Mobile Learning Applications in Early Childhood Education, Chapter 2, pp. 20–38, Information Science Reference/IGI Global, 2020.
Abstract | BibTeX | Tags: 21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology | Links:
@inbook{ralph2020too,
title = {Too many apps to choose from: Using rubrics to select mobile apps for preschool},
author = {R Ralph and P Pennefather and J Code and S Petrina},
editor = {S Papadakis and M Kalogiannakis},
doi = {10.4018/978-1-7998-1486-3.ch002 },
year = {2020},
date = {2020-01-01},
booktitle = {Mobile Learning Applications in Early Childhood Education},
pages = {20--38},
publisher = {Information Science Reference/IGI Global},
chapter = {2},
abstract = {Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)},
keywords = {21st century learning, educational technology, learning design, mobile devices, preschool, qualitative, tablet technology},
pubstate = {published},
tppubtype = {inbook}
}
Substantive research investigates the effects and impacts of tablets, in particular iPads, on children’s education, but few papers discuss support for teachers in deciding which iPad applications can be integrated into the classroom. Even fewer articles are directed towards application developers. This chapter explores two standards for choosing apps for children—the four-pillar model of Hirsh-Pasek et al. (2015) and the rubric for the evaluations of educational apps for preschool children (REVEAC) by Papadakis, Kalogiannakis, and Zaranis (2017). This chapter draws from two standards for choosing iPad applications for young children in the classroom and through analysis of two applications will propose the REVEAC for educators and developers while also suggesting specific features that developers could consider when targeting children under 5 years old in educational contexts. (PsycINFO Database Record (c) 2020 APA, all rights reserved)
2013
1.
Elbert, J, Code, J, Irvine, V
iPads on practicum: Perspective of a student-teacher Journal Article
In: The Arbutus Review, vol. 4, no. 1, 2013, ISSN: 1923-1334.
Abstract | BibTeX | Tags: 21st century learning, action research, educational technology, English language arts, iPads, learning design, media literacy, mobile devices, practicum, qualitative, secondary education, tablet technology, teacher education | Links:
@article{Jillianne_Code62323557,
title = {iPads on practicum: Perspective of a student-teacher},
author = {J Elbert and J Code and V Irvine},
doi = {10.18357/tar41201312703},
issn = {1923-1334},
year = {2013},
date = {2013-01-01},
journal = {The Arbutus Review},
volume = {4},
number = {1},
abstract = {Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.},
keywords = {21st century learning, action research, educational technology, English language arts, iPads, learning design, media literacy, mobile devices, practicum, qualitative, secondary education, tablet technology, teacher education},
pubstate = {published},
tppubtype = {article}
}
Educators are embracing technology as a key to transforming learning for the 21st century. As the 21st century learning movement emphasizes the development of skills that are seen as uniquely relevant to the modern world, in the educational community, many are looking to technology, such as tablets, as a tool to modernizing classrooms. This research presents a case study of a participatory action research project, where participants provide input into the research process, examining the experiences of a secondary education level student-teacher implementing iPads during practicum. For two weeks, the student teacher integrated a set of 22 iPads into a grade ten Media Literacy unit. Qualitative data from the teacher’s daily blog and a post-practicum interview revealed six main themes in two categories: Teacher Impacts (Planning and Curricular Design, Delivery, Practicum Experience) and Student Impacts (Classroom, Learning Outcomes, Learning Experience). While generalizations to other English Language Arts (ELA) classes cannot be made, the results of this pilot study suggest that tablet technology has the potential to aid the transition to 21st century learning at the secondary level, and warrants further research and attention.
