Teaching and Learning Biology with iPads for High School Students with Disabilities

Autor/inn/en	Ok, Min Wook; Hughes, Joan E.; Boklage, Audrey
Titel	Teaching and Learning Biology with iPads for High School Students with Disabilities
Quelle	In: Journal of Educational Computing Research, 56 (2018) 6, S.911-939 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117713113
Schlagwörter	Biology; Science Instruction; Teaching Methods; High School Students; Handheld Devices; Computer Assisted Instruction; Pedagogical Content Knowledge; Disabilities; Positive Attitudes; Teacher Attitudes; Technology Integration; Barriers; Special Education; Technological Literacy; Case Studies; Special Education Teachers + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Pädagogische Kompetenz; Handicap; Behinderung; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Technisches Wissen; Case study; Fallstudie; Case Study; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	This descriptive case study examined the first year of iPad-supported teaching and learning in a high school modified biology class. Results revealed that the iPad practices replaced, amplified, and transformed pedagogy and learning, but they predominantly supported general learning or instructional practices with little science specificity. A strong technology vision and collaborative planning with teachers were strong supports for iPad integration. The teacher's deep pedagogical and content knowledge and positive attitude toward using iPads were significant in persevering through barriers to integration, such as increased time to plan lessons, little professional learning, and technical difficulties. While iPads effectively supported learning in this special education classroom, the discussion suggests for more content-focused iPad integration and deeper technological content knowledge among teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01