Use of Apple iPads in K-6 Math and Science Classrooms

2013 ◽  
pp. 177-192
Author(s):  
Tara Bennett ◽  
Florence Martin
Keyword(s):  
Instructional Strategies ◽  
Science Classroom ◽  
Sixth Grade ◽  
Comfort Level ◽  
Magnet School ◽  
Middle Grade ◽  
Addition And Subtraction ◽  
Grade Classroom ◽  
Interest In Technology

In this chapter, the authors review how iPads were used in a middle grade math classroom of a technology magnet school. The school has received two mobile iPad carts in addition to the three they have. Ms. Martin, a science teacher at this middle school, has received one of the mobile iPad carts due to her interest in technology integration. Ms. Martin is considered to be an early adopter of technology at her school, and she has been using iPads for more than a year in her sixth grade classroom. Ms. Bennett, who recently received 25 iPads, paid a visit to Ms. Martin’s classroom to learn how to integrate iPads in her science classroom. This case study describes Ms. Bennett’s visit to Ms. Martin’s classroom on the day when the students were studying how to solve inequalities by using addition and subtraction. Ms. Bennett’s goal for the visit was to identify the different ways Ms. Martin was using iPads with her students, and monitor the comfort level of her students with the iPads. She documents what she learns from the visit, and discusses it with Ms. Martin; she also meets with Mr. Pallapu, the technology facilitator at school. Ms. Martin shares some tips and techniques that she can use in her classroom, and also some benefits and challenges of using the iPad. Mr. Pallapu provides her with a list of recommended apps and instructional strategies for using iPads in the classroom.

scholarly journals Motivational and Emotional Orientation, Engagement, and Achievement in Mathematics. A Case Study With One Sixth-Grade Classroom Working With an Electronic Textbook on Fractions

2021 ◽  
Vol 6 ◽  
Author(s):  
Frank Reinhold ◽  
Stefan Hoch ◽  
Anja Schiepe-Tiska ◽  
Anselm R. Strohmaier ◽  
Kristina Reiss
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Cognitive Learning ◽  
Sixth Grade ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Electronic Textbook ◽  
The Relationship ◽  
Grade Classroom

Interactive and adaptive scaffolds implemented in electronic mathematics textbooks bear high potential for supporting students individually in learning mathematics. In this paper, we argue that emotional and behavioral engagement may account for the effectiveness of such digital curriculum resources. Following the general model for determinants and course of motivated action, we investigated the relationship between students’ domain-specific motivational and emotional orientations (person)—while working with an electronic textbook on fractions (situation), their emotional and behavioral engagement while learning (action), and their achievement after tuition (outcome). We conducted a case-study with N = 27 students from one sixth-grade classroom, asking about the relationship between students’ motivational and emotional orientations and their emotional and behavioral engagement, and whether emotional and behavioral engagement are unique predictors of students’ cognitive learning outcomes while working with an e-textbook. For that, we designed a four-week-intervention on fractions using an e-textbook on iPads. Utilizing self-reports and process data referring to students’ interactions with the e-textbook we aimed to describe if and how students make use of the offered learning opportunities. Despite being taught in the same classroom, results indicated large variance in students’ motivational and emotional orientations before the intervention, as well as in their emotional and behavioral engagement during the intervention. We found substantial correlations between motivational and emotional orientations (i.e., anxiety, self-concept, and enjoyment) and emotional engagement (i.e., intrinsic motivation, competence and autonomy support, situational interest, and perceived demand)—with positive orientations being associated with positive emotional engagement, as expected. Although the correlations between orientations and behavioral engagement (i.e., task, exercise, and hint count, problem solving time, and feedback time) also showed the expected directions, effect sizes were smaller than for emotional engagement. Generalized linear mixed models revealed that emotional engagement predicted cognitive learning outcomes uniquely, while for behavioral engagement the interaction with prior knowledge was a significant predictor. Taken together, they accounted for a variance change of 44% in addition to prior knowledge. We conclude that when designing digital learning environments, promoting engagement—in particular in students who share less-promizing prerequisites—should be considered a key feature.

scholarly journals Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

2013 ◽  
Vol 9 (1) ◽  
pp. 66-81 ◽  
Author(s):  
Loucas T. Louca ◽  
Dora Tzialli ◽  
Thea Skoulia ◽  
Constantinos P. Constantinou
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
Scientific Inquiry ◽  
Science Classroom ◽  
Development Program ◽  
Teaching Science ◽  
Professional Development Program ◽  
School Teachers ◽  
Teacher Responsiveness

Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science.  Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

scholarly journals Evaluating Life Cycle of Buildings Using an Integrated Approach Based on Quantitative-Qualitative and Simplified Best-Worst Methods (QQM-SBWM)

2021 ◽  
Vol 13 (8) ◽  
pp. 4487
Author(s):  
Maghsoud Amiri ◽  
Mohammad Hashemi-Tabatabaei ◽  
Mohammad Ghahremanloo ◽  
Mehdi Keshavarz-Ghorabaee ◽  
Edmundas Kazimieras Zavadskas ◽  
...  
Keyword(s):  
Life Cycle ◽  
Computer Software ◽  
Integrated Approach ◽  
Comfort Level ◽  
Combination Method ◽  
New Combination ◽  
Numerical Examples ◽  
Environmental Consequences ◽  
Time Required

Evaluating the life cycle of buildings is a valuable tool for assessing sustainability and analyzing environmental consequences throughout the construction operations of buildings. In this study, in order to determine the importance of building life cycle evaluation indicators, a new combination method was used based on a quantitative-qualitative method (QQM) and a simplified best-worst method (SBWM). The SBWM method was used because it simplifies BWM calculations and does not require solving complex mathematical models. Reducing the time required to perform calculations and eliminating the need for complicated computer software are among the advantages of the proposed method. The QQM method has also been used due to its ability to evaluate quantitative and qualitative criteria simultaneously. The feasibility and applicability of the SBWM were examined using three numerical examples and a case study, and the results were evaluated. The results of the case study showed that the criteria of the estimated cost, comfort level, and basic floor area were, in order, the most important criteria among the others. The results of the numerical examples and the case study showed that the proposed method had a lower total deviation (TD) compared to the basic BWM. Sensitivity analysis results also confirmed that the proposed approach has a high degree of robustness for ranking and weighting criteria.

A Proposed Instructional Theory for Integer Addition and Subtraction

2012 ◽  
Vol 43 (4) ◽  
pp. 428-464 ◽  
Author(s):  
Michelle Stephan ◽  
Didem Akyuz
Keyword(s):  
Number Line ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Instructional Theory ◽  
Education Theory ◽  
Addition And Subtraction ◽  
Support Students ◽  
Grade Classroom ◽  
Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

ASSESSMENT OF INDOOR ENVIRONMENTAL QUALITY AND OCCURRENCE OF SICK BUILDING SYNDROME IN SMALL OFFICES IN PENANG, MALAYSIA

2015 ◽  
Vol 75 (5) ◽  
Author(s):  
Ang Qiu Mei ◽  
Md Azree Othuman Mydin
Keyword(s):  
Environmental Quality ◽  
Sick Building Syndrome ◽  
Quality Measurement ◽  
Comfort Level ◽  
Working Environment ◽  
Indoor Environmental Quality ◽  
Sick Building ◽  
The Difference

This study was done to investigate the relationship between indoor environmental quality and prevalence of Sick Building Syndrome in six small offices inPenangIsland. Indoor environmental quality measurement was conducted according to relevant standards. There are totally Sixty workers were selected to participate in an electronic questionnaire survey. Questionnaire was used to record the comfort level of respondents in the case studies and level of sick building syndrome faced by respondents. Through indoor environmental quality measurement, it is found that most of the offices facing the lighting and noise problem. The result from the questionnaire shows that in overall, the occupants satisfy with their working environment in term of indoor environmental quality although the result also shows the opinions of occupants on dissatisfaction on certain indoor environmental parameter according to case study. The study also found that most of the occupants feel drowsy and fatigue when they work within the offices. Besides, due to the difference of the indoor environmental quality of the buildings, the occupants are suffered from different symptoms of the sick building syndrome.

Successful AP Music Theory Instruction: A Case Study

2017 ◽  
Vol 36 (2) ◽  
pp. 53-61
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Instructional Strategies ◽  
Advanced Placement ◽  
Music Theory ◽  
Qualitative Data ◽  
Music Educators ◽  
Asking Questions ◽  
Field Notes ◽  
Attention To Students ◽  
Placement Exam

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.

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