Using mobiles in early childhood and elementary settings
Using mobiles in early childhood and elementary settings
Bok · Engelsk · 2020
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| Omfang | xiv, 177 sider : illustrasjoner, figurer, tabeller
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| Opplysninger | SECTION I: SUPPORTING PRESERVICE AND INSERVICE TEACHER DEVELOPMENT. Preservice Teachers’ Conceptions of Mobile Technology in the Elementary Mathematics Classroom, Angela Barlow and Victoria Groves-Scott. The Role of Mobile Technology Within Elementary Project-Based Learning Classrooms, Michael Svec and Dawn Mitchell. Mobile Devices and Their Impact on Teacher Professional Development, Amanda Bennett and Georgia McKown. Timely and Relevant: Twitter Professional Development, Koti L. Hubbard and Lindsay Yearta. SECTION II: REACHING STUDENTS AND FAMILIES OUTSIDE OF THE CLASSROOM. Mobile Applications to Teach, Build Mindfulness, and Empower Children, Matthew Dombrowski and Jaime Dombrowski. Supporting Home Environments Through Mobiles, Amaris Cordero and Qianyi Gao. SECTION III: EXPLORING INNOVATIVE AND EFFECTIVE CLASSROOM INTEGRATION. A Case for Implementation of Extended Reality in Early Childhood Education, Luke Bennett and Rohan Jowallah. Elementary Teacher-Created Mobile Technology Projects With a Data-Based Research Approach, Joanna B. Stegall, Margaret Walworth, Jacquelynn A. Malloy, and Gary Mosley. When Mobile Learning Intersects With Social Class: Computational Thinking in a Low Socioeconomic Status School, Brandon Dickson and Donna Kotsopoulos. Using Mobiles in the Early Childhood Classroom, Kathryn A. Wolfe and Kaitlyn M. Biedenbender. About the Contributors.. - "Mobile learning is a primary learning format in the education of young children (defined as from birth through 6th grade for the purpose of this book). Mobile learning has been found to have a positive impact on the academic achievement, self-efficacy, motivation, learning attitudes of students, including those with special needs (Ciampa, 2014; Hwang, 2014; Nikou & Economides, 2018; Xie, Basham, Marino & Rice, 2018). In both formal and informal learning contexts, mobile learning affords opportunities to innovate and explore new forms of authentic experiences, meaning-making and creativity with untethered technology (Choi, Land, & Zimmerman, 2018; Schuck, Kearney & Burden, 2017). This edited book acts as a springboard to expand discussions surrounding how mobiles might best be situated in contexts relating to young children. Due to the focus on early childhood and elementary settings, the definition of mobiles can be expanded to encompass digital-physical tools (e.g. Osmo, probeware ) and wearables. This edited book provides educational researchers, teacher educators, teachers, and other stakeholders with an opportunity to share studies and/or experiences that explore the integration of mobiles and mobile learning into early childhood and elementary settings. More specifically, we encourage work that spans formal and informal learning experiences, innovative and traditional uses of technology for teaching and learning, community to school connections, and school and state initiatives. We encourage chapters that respond to the following questions: How have mobiles influenced early childhood and/or elementary educational practices and settings? What is the relationship between mobile learning and other school, district, state, and/or national initiatives? How does the school infrastructure promote or inhibit the use of mobiles in early childhood and elementary settings? How do various initiatives (e.g., 1:1, Bring Your Own Device) support students' intuitive use of mobiles for academic use? What cultural and/or community practices influence the connection and transfer of mobiles to academic settings? How has mobile learning been viewed and used as a practice for supporting multiple domains of development? In what ways do access, equity, and culture influence how/why mobiles are or are not being used in birth to 6th grade settings? What implications do mobile learning initiatives have for teacher education programs and professional development experiences? How are institutions of higher education preparing future early childhood and elementary educators for mobile-friendly environments?"--
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| Emner | Early childhood education - Computer-assisted instruction.
Education, Elementary - Computer-assisted instruction. Mobile communication systems in education. mobiltelefoner utdanning læring barnehage barneskole utdanningsteknologi pedagogikk |
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| ISBN | 9781648022821. - 9781648022838
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