Peer Tutoring with iPods in Elementary Schools
Lisa Kervin, Universoty of Wollongong, Australia ; Carroll Hindle, CEO, Australia
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: This research was undertaken to explore and develop a pedagogical framework to support classroom teachers in using iPods and/or podcasting technologies in their educational settings. The overall project involved two elementary school teachers and explored how they incorporated and used the iPods within their classrooms in ways that were responsive and connected to the mandated curriculum outcomes. The results of this research showed greater student engagement with learning and evidence of sophisticated levels of critical analysis of texts for students of this age. The practical and theoretical implications of the findings of this study will inform the community of educators who are implementing iPods and other on demand technology into their teaching. This paper will spotlight the teacher who used peer tutoring as the focal point of the implementation of iPods in the classroom.
Kervin, L. & Hindle, C. (2007). Peer Tutoring with iPods in Elementary Schools. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2054-2058). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Mobile Learning and English Language Learners: A Case Study of Using iPod Touch As a Teaching and Learning Tool
Min Liu, Cesar Navarrete, Erin Maradiegue & Jennifer Wivagg, Univ. of Texas - Austin, United States
Journal of Interactive Learning Research Vol. 25, No. 3 (July 2014) pp. 373–403
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.