Collaborative Teacher Inquiry Into iPad Use in Grade 3 Classrooms: Mobilizing Knowledge Through a Long-term School-University Partnership

被引：0

作者：

Scott, Ruth McQuirter ^{[1
]}

Dortmans, Donna ^{[1
]}

Rath, Cathy ^{[2
]}

Meeussen, Nancy ^{[2
]}

Boin, Jennifer ^{[2
]}

机构：

[1] Brock Univ, Fac Educ, St Catharines, ON L2S 3A1, Canada

[2] Halton Catholic Dist Sch Board, Burlington, ON, Canada

来源：

BROCK EDUCATION-A JOURNAL OF EDUCATIONAL RESEARCH AND PRACTICE | 2015年 / 25卷 / 01期

关键词：

school-university partnership; collaborative teacher inquiry; knowledge mobilization; technology integration; iPads in education; school-based professional development;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, we report on a longitudinal case study exploring Grade 3 teachers' implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project resulted in greater teacher sharing of iPad implementation strategies and growth in leadership skills among the teachers. A surprising finding was the degree of reciprocal learning about digital pedagogy that the university researchers experienced during the study and were able to share with their Pre-service Education classes. We emphasize the potential of school-university partnerships for narrowing the current gap between theory and practice in technology-enhanced learning.

引用

页码：73 / 90

页数：18