Literaturnachweis - Detailanzeige
Autor/in | Alexander, Curby |
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Titel | Student-Created Digital Media and Engagement in Middle School History |
Quelle | In: Computers in the Schools, 31 (2014) 3, S.154-172 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0738-0569 |
DOI | 10.1080/07380569.2014.932652 |
Schlagwörter | Middle School Students; Grade 6; Learner Engagement; Production Techniques; Story Telling; Visual Aids; Web 2.0 Technologies; Educational Games; Computer Games; Learning Activities; Educational Benefits; History Instruction; Technology Integration; Qualitative Research; Observation; Interviews; Content Analysis Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Production engineering; Produktionstechnik; Anschauungsmaterial; Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Lernaktivität; Bildungsertrag; History lessons; Geschichtsunterricht; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Inhaltsanalyse |
Abstract | In this study, student engagement during classroom activities was investigated where sixth graders created digital media projects using historical images. The study employed a qualitative design involving observations, student artifacts, and interviews while students were creating digital storyboards using a Web-based application developed for this research. Several patterns of student engagement were identified, such as time on task, level of detail, and extra effort, which subsequently led to the development of four distinct profiles among the students. Applications of these findings and directions for future studies are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |