Creating Stop-Motion Videos with iPads to Support Students' Understanding of Cell Processes: "Because You Have to Know What You're Talking about to Be Able to Do It"

Autor/inn/en	Deaton, Cynthia C. M.; Deaton, Benjamin E.; Ivankovic, Diana; Norris, Frank A.
Titel	Creating Stop-Motion Videos with iPads to Support Students' Understanding of Cell Processes: "Because You Have to Know What You're Talking about to Be Able to Do It"
Quelle	In: Journal of Digital Learning in Teacher Education, 30 (2013) 2, S.67-73 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2013.10784729
Schlagwörter	Case Studies; Qualitative Research; Video Technology; Animation; Science Instruction; Biology; Cytology; Handheld Devices; Technology Uses in Education; Telecommunications; College Science; Undergraduate Study; Surveys; Coding; Student Attitudes; Teaching Methods; Indiana + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Zytologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Grundstudium; Survey; Umfrage; Befragung; Codierung; Programmierung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this qualitative case study is two-fold: (a) describe the implementation of a stop-motion animation video activity to support students' understanding of cell processes, and (b) present research findings about students' beliefs and use of iPads to support their creation of stop-motion videos in an introductory biology course. Data indicated that students used the devices extensively to access, seek, and share information related to cell processes, which led to their increased familiarity with using the iPad to support their learning. Using iPads and apps enriched students learning experiences by providing them with a creative way to demonstrate their understanding of content, enhanced their communication skills, and provided them with an alternative means for gathering and sharing supplementary resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01