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ERIC Number: EJ1142783
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2153-2974
Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching
Karchmer-Klein, Rachel; Mouza, Chrystalla; Harlow Shinas, Valerie; Park, Sohee
Journal of Digital Learning in Teacher Education, v33 n3 p91-102 2017
The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as guides, 17 instructional chains designed by nine teachers were analyzed for patterns. Findings revealed teachers launched iPad-integrated instruction by using content apps to engage students in experiencing information at the beginning of each lesson or by using a flipped classroom model. Additionally, all instruction incorporated multiple apps and multiple knowledge processes, although some sequences were all-digital and others combined digital and nondigital activities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A