Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

Autor/inn/en	Paek, Seungoh; Fulton, Lori A.
Titel	Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 36 (2017) 4, S.361-374 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Educational Technology; Technology Uses in Education; Science Instruction; Elementary School Teachers; Handheld Devices; Telecommunications; Notetaking; Grade 4; Grade 5; Interviews; Teacher Attitudes; Technology Integration; Observation; Formative Evaluation; Shared Resources and Services; Hawaii + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Telekommunikationstechnik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Interviewing; Interviewtechnik; Lehrerverhalten; Beobachtung; Gemeinwirtschaft
Abstract	This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her students, and students used the TNA as their science notebook instead of their paper-based notebook. At the end of the semester, an interview was conducted with the teacher to better understand her experiences with integrating TNAs into her science lessons and her perspectives on using digital science notebooks in general. The researchers also visited the science classroom to observe students using TNAs. This paper presents findings from the interview and the classroom observation. It ends with a discussion of the potential of technology to facilitate student engagement with scientific-inquiry and science-related writing. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01