In this paper, we describe the enactment of a mobile technology-supported science curriculum that was designed with the aim of connecting the formal learning contexts with informal learning. Our study examines eight primary (grade) 3 classes that were taught by teachers using this science curriculum. We found out that amongst the different classes, the participation of students in doing the mobile learning activities differed somewhat. The analysis was based on studying the students’ learning artifacts and the instructional feedback provided by teachers in the different classes. The results could potentially inform future curriculum design and implementation supported by mobile technology, as well as the supporting professional development of teachers.
|Publication status||Published - Nov 2015|
|Event||The 23rd International Conference on Computers in Education 2015 (ICCE 2015): "Transforming Education in the Big Data Era" - Hangzhou, China|
Duration: 30 Nov 2015 → 04 Dec 2015
|Conference||The 23rd International Conference on Computers in Education 2015 (ICCE 2015): "Transforming Education in the Big Data Era"|
|Abbreviated title||ICCE 2015|
|Period||30/11/15 → 04/12/15|
CitationSun, D., & Looi, C.-K. (2015, November). Students’ participation patterns in a science curriculum supported by mobile technology. Paper presented at the 23rd International Conference on Computers in Education (ICCE 2015): Transforming education in the big data era, The First World Hotel, Hangzhou, China.
- Mobile technology
- Formal learning and informal learning
- Learning artefacts