Students’ participation patterns in a science curriculum supported by mobile technology

Daner SUN, Chee-Kit LOOI

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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. Copyright © 2015 Asia-Pacific Society for Computers in Education.
Original languageEnglish
Title of host publicationProceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings
EditorsHiroaki OGATA, Weiqin CHEN, Siu Cheung KONG, Feiyue QIU
Place of PublicationIshikawa, Japan
PublisherAsia-Pacific Society for Computers in Education
Pages349-356
ISBN (Print)9784990801458
Publication statusPublished - 2015

Citation

Sun, D., & Looi, C.-K. (2015). Students’ participation patterns in a science curriculum supported by mobile technology. In H. Ogata, W. Chen, S. C. Kong, & F. Qiu (eds.), Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings (pp. 349-356). Ishikawa, Japan: Asia-Pacific Society for Computers in Education.

Keywords

  • Mobile technology
  • Formal learning and informal learning
  • Learning artefacts

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