Year: 2013
Type: conference-paper
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 expressions of their relationships to physics were examined. Findings suggest that iPad technology altered classroom norms and student relationships to include increased student agency and use of evidence. Findings also suggest that the iPad provided a connection between physics, social status, and play. Videos, observations, interviews, and survey responses were analyzed to provide insight into the nature of these changes.
Source: AIP conference proceedings
DOI: 10.1063/1.4789739
Authors: Ben Van Dusen, Valerie Otero
Institution: University of Colorado Boulder
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1963636443