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Abstract Title: Using Screencasting on iPads to Alter High School Student Roles
Abstract: This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications such as screencasting. The participatory roles of students and the norms and practices of the collective class community were examined. Findings suggest that classroom norms and practices were fundamentally altered through the use of iPad technology, to include expanded roles of argumentation and collaboration within and between classes.  Findings also suggest that students' were more likely to take leadership roles and teaching responsibilities within the technologically enriched classroom, ultimately allowing them to learn more physics. Videos, observations, interviews, and survey responses were analyzed to provide insight into the nature of these transformed practices. Implications for the use of technology to engage students with physics will be discussed. Conjectures will be made about how the iPad-assisted learning differs from that of desktop or laptop computers.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Ben Van Dusen
University of Colorado at Boulder
Phone: 541-729-6446
Co-Author(s)
and Co-Presenter(s)
Susan Nicholson-Dykstra
Valerie Otero

Contributed Poster

Contributed Poster: Download the Contributed Poster