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.
|Title of host publication||Proceedings of the 23rd International Conference on Computers in Education ICCE 2015: Main proceedings|
|Editors||Hiroaki OGATA, Weiqin CHEN, Siu Cheung KONG, Feiyue QIU|
|Place of Publication||Ishikawa, Japan|
|Publisher||Asia-Pacific Society for Computers in Education|
|Publication status||Published - 2015|
CitationSun, 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.
- Mobile technology
- Formal learning and informal learning
- Learning artefacts