THE USE OF MOBILE TECHNOLOGIES TO FACILITATE SOCIAL LEARNING IN PRIMARY SCIENCE

Recent literature suggests that the use of mobile technology in the primary classroom is dramatically increasing. There is now a plethora of examples where children's understanding across the curriculum is facilitated by technology enhanced learning approaches using small hand held devices. In a climate of fiscal challenge, often pupils are required to work in pairs and share devices which are used to observe record and analyse experimental outcomes. Since this undertaking requires both physical and social cooperation, do aspects of social learning impact on the efficacy of this approach? Previous studies suggested that pairing of children could lead to improved cognitive enhancement in science, through social learning, however some pairing were more effective than others, namely girl's friendship pairings. Since it is well recognised that boys are generally thought to be more confident in STEM (science, technology, engineering & mathematics) subjects this was to a degree surprising and highlights that confidence does not always equate to successful learning. This small scale qualitative study aimed to determine how social learning elements impact on the effectiveness of the use of mobile technologies during investigative science sessions. Semi-structured observations and interviews were used to illuminate the degree of social learning associated with this technology-enhanced learning (TEL) approach and to what degree social relationships impact positively or negatively on learning outcomes. This research will be of interest to classroom teachers, science subject co-ordinators and curriculum leads and those interested in the refinement of primary science pedagogy.