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ERIC Number: EJ1228459
Record Type: Journal
Publication Date: 2019
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1528-5804
Using Digital Science Notebooks to Support Elementary Student Learning: Lessons and Perspectives from a Fifth-Grade Science Classroom
Constantine, Angelina; Jung, Karl G.
Contemporary Issues in Technology and Teacher Education (CITE Journal), v19 n3 2019
The exploratory case study described in this paper examined the experiences of an elementary science teacher as he integrated iPads into his teaching. With the intent of finding a purposeful use for the district's 1:1 iPad initiative in his science classroom, he adopted digital science notebooks for the first time. During planning sessions alongside an instructional coach, this teacher worked to harness the maximum potential of the digital notebooks' capabilities to support his students' science learning. Data collected from coaching conversations, observations, student notebooks, and a stimulated recall interview uncovered the ways the teacher planned for digital science notebooks and how he could use them to support student science learning. Findings show that structured page templates for students' notebooks modified from previous work helped this teacher successfully incorporate the digital notebooks to enhance his students' learning beyond what a traditional composition notebook can provide. Furthermore, the teacher's perceptions of his experience with digital notebooks was overwhelmingly positive. He considered the value of digital notebooks to be superior to traditional notebooks and shared recommendations for other teachers who may also be considering using digital science notebooks for the first time.
Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A