ERIC Number: EJ1113208
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 55
Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom
Paek, Seungoh; Fulton, Lori A.
Journal of Digital Learning in Teacher Education, v32 n4 p140-149 2016
This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4-5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional development. Data from a student survey, a classroom observation, and a teacher interview were collected. Findings suggest that students were successful using the TbNA but did not use all of the tools as expected. The results have implications for teacher education, in that professional development must go beyond exploration to the use of technology in subject-specific situations. The work underscores the importance of researching educational technology in authentic classroom contexts.
Descriptors: Elementary School Students, Handheld Devices, Technology Integration, Notetaking, Elementary School Science, Science Education, Grade 4, Grade 5, Elementary School Teachers, Science Instruction, Charter Schools, Faculty Development, Educational Technology, Handwriting, Freehand Drawing, Audio Equipment, Video Equipment, Formative Evaluation, Educational Benefits, Qualitative Research, Case Studies, Student Surveys, Observation, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A