1. Interdisciplinary Centre for Security, Reliability and Trust - SnT,
University of Luxembourg
Ju youn Song
Charles Max
EDULEARN14, 8th July 2014
Barcelona
Learning with tablet-cloud systems
in elementary science education
Contact: Jun.song@uni.lu
2. Overview of the study
Inquiry-based
learning
Elementary
science
Tablet-cloud
system
3. Overview of the study
Inquiry-based
learning:
a set of teaching and
learning process
that involves
student-centred research
Elementary
science:
a series of hands-on
science activities
Tablet-cloud
system:
a set of technology that
assures ubiquitous learning
across in-school and
out-of-school contexts
4. Inquiry-based learning
Inquiry-based
learning
is a process where students
- are involved in their learning,
- formulate questions,
- investigate widely ,
- and then build new understandings, meanings and
knowledge.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and
curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391–450.
.
5. Supporting cognitive and
metacognitive processes
Conducting experiments, testing
hypotheses, finding solutions, enabling
social learning and peer collaboration
Broadening the range of available
resources and facilitating its
utilisation
Web search, own data capture, digital
books as resource
Technology-enhanced learning
Inquiry-based
learning
Structuring the learning context Easy presentations and interactive
feedback
Tablets support student’s inquiry process and skills development by
Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early
Childhood Education. Early Childhood Educational Journal , 37, pp. 381-389.
.
6. 1 station
MultiDock 10
Bay
1 Apple
TV
2 Airport
Extreme Base
Station *
10 iPads
Wifi 16GB
(iPad 3)
10 Elago
Stylus
Pen
Direct Internet
Access
10
earpods
Classroom equipment
Tablet-cloud
system
7. University – SNT Home and
mobile access
Sharing
Exchanging
Collaborating
Generating content
School 2 School 3
Private cloud
Private cloud
Private cloud
Private cloud
Private cloud
School 4
School 1
Local ICT environment
IT company
Telecom company
Setting up cloud
Tablet-cloud
system
8. Tablet-based applications (Apps)
Tablet-cloud
system
1) Students should be the source of action for any relevant
contribution to learning.
2) Apps sustain the development of inquiry skills and activities.
FUNCTION APP (selected)
Cloud navigation WebDAV Nav
Writing Pages, SyncSpace, Bamboo Paper
Presenting Explain Everything, Keynote
Searching Safari
Video / Pictures iMovie, MoviePro, Photo Gallery
Drawing Paint, Paper 53
Science Apps Barefoot World Atlas, Globe, Google Earth, Planets
Communicating Mail
9. Research foci
To what extent do tablets
facilitate student-led
explorations and explanations
of scientific phenomena?
To what extent do tablets support
the formation of scientific
thinking and stimulate creative
classroom productions?
How do children interact with new devices
and collaborate with peers, advanced learners
and teachers in their science activities
(teacher-led and student-led learning)?
10. Research context
Participating schools
3 fundamental
schools &
1 primary-
secondary school
(8-12 years old)
Science education
Elementary Science : human,
nature, environment, technology,
space & time
Science-related topics: physics,
chemistry or biology
sciPADS project (2012-2015)
No curriculum for the use of ICT in
fundamental schools
Introducing and Implementing
tablet-cloud system
ICT
Classroom ethnography
(Video recordings of science activities)
Multimodal artifact analysis
(Analysis of students’ multimodal
productions)
A multi-method framework
11. This study highlights insights and experiences gained from creating,
implementing and sustaining tablet-cloud system.
Interest of the study
• Combining teacher- and students-led learning initiatives
in technology-enhanced learning.
• Selecting apps for inquiry-based learning.
• Learning with tablet-cloud system in inquiry-based science
learning.
Our data allows to find out
12. Creating and implementing tablet-cloud system
Introduction
Teacher trainings,
general & technical
guidelines, selection of
tools (apps)
Implementation
teacher-led or
researcher-led
tech-learning station in
science classrooms
Development
Student-led learning
station,
teacher meetings,
adaptation of tools
13. Tool-mediated creative learning
Download the
uploaded files, edit
and aggregate them
Create text-based
documents from own
inspirations or existing
information
Create multimodal & multimedia slides
or digital recording as inquiry result.
Search for topic-
related information
in digital resources
and use of specific
keywords
Create own pictures
and graphs with
annotations
Create self-made media productions like
movie trailers, YouTube-like videos
14. Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Finding questions Planning Looking for evidence
Gathering own data Formulating explanation
Communicating
explanation
16. Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Searching information
on the Web
Comparing & evaluating
various data
Creating
own data
Making a decision Realisation of
learning outcome
17. Learning with tablet-cloud system
Apply a critical judgment
Gather and exploit topic-related information
18. Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Audio Images Video Text
Collective Collaborative Collaborative
19. Learning with tablet-cloud system
Interact with different communication modes
Establish interconnections
20. From the experiences on creating, implementing and sustaining tablet-
cloud system in elementary science the authors study conclude:
To conclude
• Combining teacher- and students-led learning initiatives is a
good approach to introduce new technology into the
classroom.
• Open-ended apps enhance children’s creativity and
collaboration with peers.
• The table-cloud system stimulates student engagement and
self-expression.
21. References
• Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the
challenges of inquiry-based learning through technology and
curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391–
450.
• Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying
Technology to Inquiry-Based Learning in Early Childhood Education.
Early Childhood Educational Journal, 37, pp. 381-389.
Students should be the source of action for any relevant contribution to technology-enhanced science learning (gathering, combination of data, searching, presentation)
Apps sustain the development of inquiry skills and activities by active engagement and collaboration.
Not only searGathering own data, exploring topic-related information and applying various experiment
Not only searGathering own data, exploring topic-related information and applying various experiment
These outcomes are fuelled by either collective (teacher with entire class or group of students) or collaborative (peer learning or learner with more competent others scenarios) activity settings.
These outcomes are fuelled by either collective (teacher with entire class or group of students) or collaborative (peer learning or learner with more competent others scenarios) activity settings.
Open-ended apps rather than force to choice.
Ongoing research project: project started last year and lasts until end of 2015
No final results, only first outcomes
