Unearthing Invisible Buildings

Recent research has identified excessive device focus as a serious problem in collaborative mobile learning as it undermines key ideas of learners engaging with their co-learners in context-rich authentic settings. Various recommendations have been formulated to address device focus in the design of mobile learning technology and pedagogy and foster students’ engagement with both their peers and their environment. This paper describes how some of these recommendations have been implemented and extended in the design of Invisible Buildings, a mobile collaborative game-based activity for schoolchildren. It reports the results of an empirical evaluation of the learning experience with primary school children, focusing on students’ engagement with their social and physical context during learning activities, and providing insights into their behaviour and strategies with respect to device sharing. Findings broadly confirm the effectiveness of the implemented measures and show good student acceptance of the tools employed and the overall learning experience.

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iMobile technology and immobile students: How mobile learning technology is changing the primary school classroom physical environment

Journal of Science and Medicine in Sport ◽

10.1016/j.jsams.2014.11.291 ◽

2014 ◽

Vol 18 ◽

pp. e64-e65

Author(s):

E. Howie ◽

S. Ranelli ◽

L. Straker

Keyword(s):

Primary School ◽

Mobile Learning ◽

Physical Environment ◽

Learning Technology ◽

Mobile Learning Technology ◽

School Classroom

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Can learning about the Holocaust be spiritual? Reflections on a teaching and learning experience with Primary School children.

International Journal of Children s Spirituality ◽

10.1080/1364436x.2018.1459510 ◽

2018 ◽

Vol 23 (3) ◽

pp. 248-259

Author(s):

Ruth Joy Wills

Keyword(s):

Primary School ◽

School Children ◽

Teaching And Learning ◽

Learning Experience ◽

Primary School Children ◽

The Holocaust

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A review exploring convergence insufficiency in younger populations and e-devices in the digital era

African Vision and Eye Health ◽

10.4102/aveh.v80i1.623 ◽

2021 ◽

Vol 80 (1) ◽

Author(s):

Renaishia Pillay ◽

Alvin J. Munsamy

Keyword(s):

Primary School ◽

School Children ◽

Clinical Studies ◽

Screen Time ◽

Literature Search ◽

Industrial Revolution ◽

Primary School Children ◽

Learning Technology ◽

Convergence Insufficiency ◽

E Learning

Background: The advancement of the fourth industrial revolution has increased the penetrance of e-devices among younger populations, particularly with e-learning technology which has become widespread due to special circumstances such as the coronavirus disease 2019 (COVID-19) pandemic.Aim: The purpose of this review is to explore the prevalence of convergence insufficiency (CI) in younger populations and to map any associations between CI, near work and e-device usage.Method: A comprehensive literature search was conducted using Elsevier, PubMed, Medline and Ebscohost databases. The literature search used the following keywords in various combinations: ‘Convergence Insufficiency’, ‘Binocular vision status of primary school children’, ‘E-learning’, ‘M-learning’, ‘Computer vision syndrome’, ‘Digital eye syndrome’, ‘E-devices and children’.Results: The observed prevalence of CI ranges from 5.46% to 13.00% among non-clinical studies and from 3.50% to 18.00% among clinical studies. The prevalence among primary school children ranges from 6.80% to 31.40% whilst CI among high school children may be as prevalent as 32.60%, depending on the diagnostic criteria employed. There is mixed evidence showing the association between screen time and myopia. No studies were identified showing a direct association between CI and e-device use.Conclusion: Convergence insufficiency has proven to be a prevalent condition among both young children and young adult populations. There is a need for studies to investigate the prevalence of CI in younger populations who learn in a digital environment. This may highlight exposure to the modifiable factor of screen time in managing the condition in the context of a tech-infused lifestyle.

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POSSIBILITIES OF BLENDED LEARNING TECHNOLOGY IN THE ORGANIZATION OF EDUCATIONAL ACTIVITIES OF PRIMARY SCHOOL STUDENTS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol3.4935 ◽

2020 ◽

Vol 3 ◽

pp. 30

Author(s):

Tatiana Alekseeva ◽

Larisa Sergeeva ◽

Nataliya Panova

Keyword(s):

Primary School ◽

Blended Learning ◽

School Children ◽

Self Control ◽

Primary School Children ◽

Low Grade ◽

Learning Technology ◽

Primary School Students ◽

School Students ◽

Regular Group

The article substantiates the relevance of using the technology of blended learning as one of the means of personalizing the education of primary school students. In modern conditions for the teacher, the formation of the ability to learn independently on the part of primary school children is becoming a leading priority. This problem is especially relevant in conditions of small schools in classes with low occupancy, in which 2-3 study groups are engaged in the same classroom with one teacher. In this regard, it becomes important to solve the problem of organizing the educational space in such a way that the younger student takes a subjective position in the learning process, actively acts in the development of educational material, is able to carry out planning and self-control, and interact in a small group. The “Change of working areas” model contributes to the solution of this problem. The use of this model in classes with low occupancy allows the teacher to realize differentiation, to work individually with the student at each moment of time, use interactive forms of work in the lesson, and organize regular group work. The aim of the study is to determine and experimentally prove the effectiveness of pedagogical conditions of use in the primary low-grade school model "Change of working areas". The tools and methods that ensure the use of this model in the education of primary school children are described. The formative experiment on the implementation of the “Change of working areas” model has shown positive results: learning using the model has a positive effect on the development of meta-subject and personal learning actions.

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