After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools

Autor/inn/en	Drayton, Brian; Falk, Joni K.; Stroud, Rena; Hobbs, Kathryn; Hammerman, James
Titel	After Installation: Ubiquitous Computing and High School Science in Three Experienced, High-Technology Schools
Quelle	In: Journal of Technology, Learning, and Assessment, 9 (2010) 3, (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-2525
Schlagwörter	Computer Uses in Education; Interaction; Data Analysis; Secondary School Science; High Schools; Science Instruction; Educational Technology; Technology Integration; Teaching Methods; Environmental Influences; Course Content; Science Laboratories; Classroom Communication; School Culture; Public Schools; Private Schools; Urban Schools; Rural Schools; Computer Software; Internet; Web Sites; Electronic Mail; Word Processing; Spreadsheets; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Computernutzung; Interaktion; Auswertung; High school; Oberschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Environmental influence; Umwelteinfluss; Kursprogramm; Klassengespräch; Schulkultur; Schulleben; Public school; Öffentliche Schule; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Web-Design; Elektronischer Briefkasten; Textverarbeitung; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Computerkonferenz
Abstract	There are few studies of the impact of ubiquitous computing on high school science, and the majority of studies of ubiquitous computing report only on the early stages of implementation. The present study presents data on 3 high schools with carefully elaborated ubiquitous computing systems that have gone through at least one "obsolescence cycle" and are therefore several years past first implementation. The data from these schools shows how the elements of a 1:1, wireless environment are being deployed in these science classrooms, and the effects of the environment on science content, data analysis, labs and other uses for visualizations, and classroom interaction. While some positive effects are clearly seen in these classrooms, five years or more into the innovation, problems remain, and school cultural factors seem to play an important role in teacher uptake and integration of the technology. Implications for teacher learning are discussed. (Contains 13 figures and 3 tables.) (As Provided).
Anmerkungen	Technology and Assessment Study Collaborative. 332 Campion Hall, Boston College, Chestnut Hill, MA 02467. Tel: 617-552-4521; Fax: 617-552-8419; e-mail: jtal_editor@bc.edu; Web site: http://escholarship.bc.edu/jtla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10