Getting Students Outside: Using Technology as a Way to Stimulate Engagement

Boyce, Carrie Jo; Mishra, Chandrani; Halverson, Kristy L.; Thomas, Aimée K.

doi:10.1007/s10956-014-9514-8

Cited by 42 publications

(30 citation statements)

References 19 publications

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“…Another noticeable theme in the science education literature was use of emergent technologies with creative and artistic affordances such as digital photography and technology‐mediated drawing. In two studies, this took the form of photography‐based science inquiries —discovery activities wherein students made a photographic record of their experiment and data, and participated collaborative critique of science photographs taken inside class or outdoors (Boyce, Mishra, Kristy, Halverson, & Thomas, ; Zimmerman & Weible, ). Likewise, Price, Lee, and Malateska () provided children with photographs as well as stereoscopic visualizations (3D images) and then asked to reproduce them in writing.…”

Section: Seven Emergent Technologies Used In Science Educationmentioning

confidence: 99%

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Oliveira

Feyzi-Behnagh

et al. 2019

Human Behav and Emerg Tech

103

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This paper reviews the literature on emergent technologies from the field of science education. In an effort to summarize the current state of research, and identify specific types of technologies that have recently “emerged” in K‐12 science classrooms, we review papers featured in leading science education venues in recent years. The reported trends suggest that, as a field, science education has become increasingly characterized by hermeneutic and alterity relations wherein the physical world is experienced indirectly through technological representations or has become secondary to students' experiences as it is “pushed aside” by emergent technological artifacts such as computer simulations, virtual labs, mobile devices, robots, games, and digital photography and drawing. As a result, science educators are faced with the challenge of helping students view technological instruments not as transparent and neutral devices that simply “depict reality” (naïve instrumentalism) and reveal what is “really” there (naïve realism), but as powerful epistemic tools that help co‐constitute the reality being investigated, often (re)shaping what counts as “real” in revolutionary ways. It is argued that new technologies do not actually emerge in sociocultural vacuum and that more attention needs to be been given to sociocultural aspects of technological innovation in science classrooms.

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Section: Seven Emergent Technologies Used In Science Educationmentioning

confidence: 99%

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Oliveira

Feyzi-Behnagh

et al. 2019

Human Behav and Emerg Tech

103

View full text Add to dashboard Cite

show abstract

“…• Boyce et al [44]: helps students to experience the natural world, to enhance their understanding of science, and to pique their interest in science. So, they apply the attention participation model [45] to place students within an informal learning setting that split their attention and participation across three planes: (1) social (i.e., interactions among students and interactions between a student and naturalist); (2) technology (i.e., interactions between a student and an iPad app); (3) nature (i.e., interactions between a student and the natural environment).…”

Section: Conceptual and Empirical Workmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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“…Education now aims to provide not only pure knowledge, but also continuous learning, critical thinking, questioning, as well as to keep up with innovations. Flexible training modalities and the use of self-learning methodologies as well as advanced technological support can provide adequate interactive learning [5].…”

Section: Introductionmentioning

confidence: 99%

The Interactive Whiteboard and Educational Software as an Addition to the Teaching Process

2018

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This paper deals with the possibilities and effects of the interactive whiteboards and use of educational software as a contribution to teaching process. The interactive whiteboard with its own characteristics allows viewing of photo and video formats, use of educational software, document editing by using different software applications and so on. In this paper, emphasis is given to the use of educational software through interactive whiteboard and the analysis of their impact on teaching process improvement. Besides, from the fact that students learn new content in a more entertaining and approachable way, teachers at the same time improve the level of their professional development. The research in this paper includes both empirical and theoretical character, conducted by surveying a representative sample. It should provide answers about the impact and effects of interactive whiteboards and educational software on increase of the quality of teaching and the success and motivation of students in relation to the teaching realized in a traditional way.

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Getting Students Outside: Using Technology as a Way to Stimulate Engagement

Cited by 42 publications

References 19 publications

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

Emerging technologies as pedagogical tools for teaching and learning science: A literature review

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

The Interactive Whiteboard and Educational Software as an Addition to the Teaching Process

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