Is There an App for That? The Usage of Mobile Technology for the Purposes of Teaching Health Education in Grade 4 and 5. Wahid Khan. Master of Arts. Curriculum, Teaching and Learning. University of Toronto. Year of Convocation: 2014. The use of mobile devices in elementary schools has steadily increased in the last few years. These mobile devices harness many tools that can help teachers teach classroom material and help students become better students academically. The research question was “How can mobile devices be used to teach health education?” Research was conducted in a grade 4 and 5 classroom to see which mobile apps worked best among teachers and students in conveying health education. Anecdotal notes and daily journaling over a two-month period documented how the students enjoyed playing games and also how engaged they were when they subsequently used the devices for non-gaming purposes. It is still unknown how well these apps conveyed messages of health. How the mobile apps are being used in the classroom and the content inside the mobile apps largely dictates the messages they can convey to the students.

abstract: This dissertation reports on an action research study that sought to discover how a new WiFi, tablet computing device, the Apple iPad, affected, enhanced, and impacted student engagement in an English Honors course at Scottsdale Community College. The researcher was also the instructor in the two semester, first-year, college composition sequence (English 101/102) in which all 18 students were provided the new Apple iPad tablet computing device. The researcher described how students adapted the Apple iPads to their academic lives, assessed iPad compatibility with current instructional technology systems, and interviewed participating students to document their beliefs about whether iPad activities enhanced the course. At the conclusion of the college composition sequence, 13 students agreed to participate in focus groups to describe how they made use of the iPad and to report on how the iPad influenced their engagement. Among other findings, students reported that there were compatibility problems with current SCC instructional technology systems, that the iPad increased their efficiency in completing informal educational tasks, but that the iPad was not useful for doing word processing and research. Recommendations for future use of the iPad in this course include reducing the number of iPads accessing the WiFi network at the same time, piloting the use of iPad word processing applications, researching more "mobile-friendly" web sites and documents, and developing innovative assignments that take advantage of iPad capabilities. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

The purpose of this qualitative study was to apply the lessons learned from the Apple Classrooms of Tomorrow studies, the SAMR model, and Diffusion of Innovations theory to explore stakeholder perceptions of iPad integration at an urban high school in Massachusetts. The implementation was viewed through the lenses of the Apple Classrooms of Tomorrow (ACOT) studies (Baker, Gearhart, & Herman, 1990; Dwyer, Ringstaff, & Haymore Sandholtz, 1990a; Dwyer, Ringstaff, & Haymore Sandholtz, 1990b), Rogers’ (2003) Diffusion of Innovation (DOI) Model, and Puentedura’s (2012) Substitution, Augmentation, Modification, and Redefinition (SAMR) Model. The researcher used qualitative analysis to code the data. Through data analysis, five themes emerged: communication, control, division, distraction, and workflow. The iPads changed how and when students and teachers communicated. Teachers sought more control over the iPads in the classroom. Control over learning shifted toward the students with the introduction of the iPads. Divisions became apparent with iPad use: new teachers versus veteran teachers and upperclassman versus underclassman. Distractions were rampant. The iPads influenced the workflow of how teachers taught and how students accessed the curriculum.

Made available in DSpace on 2016-06-02T20:02:53Z (GMT). No. of bitstreams: 1 5692.pdf: 5360221 bytes, checksum: 5197c96d5c87a3be85b9b578da277200 (MD5) Previous issue date: 2013-09-30 / This study aimed to produce educational apps for tablets and smartphones targeted to teaching physics and mathematics that could be used both in the classroom and in informal places of learning and teaching. "Kinematics", "String" and "Equation" with themes of kinematic waves on strings and polynomial equations up to the third degree, respectively, three applications for iOS systems were developed. Until the release date at the Apple Store, between December 2011 and January 2012 up to September 2013 were made more than fourteen thousand downloads in one hundred and twelve countries spread across all continents. Comments sent to the author, both the virtual store, and through social networks, demonstrated the successful implementation of these new applications as educational tools. / Este trabalho teve por objetivo produzir aplicativos educacionais para tablets e smartphones voltados ao ensino de física e matemática que pudessem ser usados tanto em sala de aula como em locais não formais de ensino e aprendizagem. Foram desenvolvidos três aplicativos para sistemas iOS: Cinemática , String e Equation com os temas de cinemática, ondas em cordas e equações polinomiais de até o terceiro grau, respectivamente. Da data de lançamento na Apple Store, entre dezembro de 2011 e janeiro de 2012, até setembro de 2013, foram feitos mais de quatorze mil downloads em cento e doze países, espalhados por todos os continentes. Os comentários enviados ao autor, tanto pela loja virtual, como pelas redes sociais, demonstram o alcance e o sucesso na aplicação destes aplicativos como novas ferramentas educacionais.

Inledning: Digitala verktyg är något som tar större plats både i elevers vardag och i skolan. Skolverket (2015) menar att eleverna får en djupare förståelse för undervisningen om de får tillfälle att använda digitala verktyg i undervisningen. Läsåret 2018/2019 blir det dessutom obligatoriskt för alla lärare att följa läroplanens nya skrivningar kring digital kompetens vilket betyder att digitala verktyg kommer ta ännu större plats i undervisningen. Matematik och svenska är de skolämnen som har flest timmar i Skolverkets timplan och de berörs även av de nya skrivningarna i läroplanen vilket gör de till två intressanta ämnen att undersöka. Syfte: Syftet med studien är att undersöka om lärare har tillräcklig kompetens kring digitala verktyg för att genomföra undervisning i matematik och svenska enligt läroplanens nya skrivningar som blir obligatoriska läsåret 2018/2019. Metod: Den metod som används i studien är kvantitativ metod där enkät har varit verktyget för att samla in data. Enkäten är utformad på en hemsida för webbenkäter och riktar sig till lärare som arbetar på lågstadiet. Den har delats ut till lärare som är medlemmar Facebookgrupper och den har mejlats till 70 rektorer i Jönköpings län som i sin tur har mejlat den vidare till sinaanställda lågstadielärare. 100 besvarade enkäter har analyserats i resultatet. Resultat: Resultatet av studien visar att de flesta tillfrågade lärarna inte ansåg sig ha tillräckliga kunskaper när det kommer till användandet av digitala verktyg i matematik- och svenskundervisningen. Det var dessutom få som hade tillgång till en iPad eller en dator per elev. Resultatet visar också att iPaden och datorn inte används på alla de sätt som den reviderade läroplanen uppmanar till i matematik- och svenskundervisningen. Det framgår även att tillgången till digitala verktyg påverkar om lärarna har en positiv inställning tilldigitala verktyg eller om de ser arbetet med digitala verktyg som problematiskt.

abstract: The present study used a multiple baseline design across settings to examine the effects of using an iPad as an alternative reinforcer on self-injury and aggression when reinforcement for appropriate communication was denied following Functional Communication Training in an adolescent with Autism Spectrum Disorder (ASD), Intellectual Disability (ID), and severe aggression. The study also assessed collateral effects of the intervention on the use of self-management to control aggression. Data indicate the use of an iPad as an alternative reinforcer decreased the duration of self-injury and physical aggression in an adolescent in a big box store, grocery store, and classroom. Instances of self-injury and aggression remained low during maintenance sessions and a six month post-hoc analysis. Collateral gains in self-management were made during treatment and maintenance sessions. / Dissertation/Thesis / Doctoral Dissertation Special Education 2014

Skapande i olika former är något som vi människor hållit på med under en lång tid. Att skapa musik är också något som musikundervisningen i skolan ska syfta till. Så väl skolan som samhället håller på att digitaliseras allt mer vilket lett till att skapandet i musikundervisningen numera ofta sker med iPads. Så är åtminstone fallet på den skolan som jag besökt i Stockholm där jag intervjuat tre elever i årskurs 9 i en fokusgrupp. Målet med intervjun var att få en djupare inblick i elevernas tankar och upplevelser kring musikskapande med iPad. Syftet med denna studie är således att undersöka hur elever i årskurs 9 upplever iPad som musikskapande verktyg. Via en kvalitativ forskningsmetod har datainsamlingen från fokusgruppen analyserats utifrån ett hermeneutiskt perspektiv. Resultaten pekar på att eleverna till övervägande del upplever iPad som positivt och att det är ett självklart redskap att skapa musik med. Dock visar resultaten att användandet av iPad minskar möjligheten att samarbeta i musikskapandet och att grupparbeten är svåra.

The use of tablets in preschool has increased during the last years. Not everyone is positiveabout young children in preschool, using a technological tool already in at such an early age. Inthis bachelor thesis within the science area of informatics, the researchers research about whateffects the use of tablets in preschool has on children's mathematical knowledge.The result shows the effects on children's mathematical knowledge when using tablets inpreschool. The effects may depend on how the tablet is used in education and also if the use ofthe tablet is guided or not by a preschool teacher. How the tablets are used appears different invarious departments. Some departments in preschool use the tablet more and others less.Preschool teachers want to develop the use of tablets since they see the tablets as an educationaltool.

The purpose of this study is to examine preschool children´s own thoughts and perceptions of how a tablet works and how the children themselves use it. In today´s society we are constantly connected with various technical artifacts and the children grow up with digital tools that have become a natural part of our everyday lives. The study was conducted using qualitative interviews combined with short observations of eight children between the ages of 4 and 5 years. The result shows that tablets are well known to the children, and that all children had used a tablet before the survey began. The children in the study mainly use tablets to play games but they are also used by some children to watch children´s programs, take pictures, film and listen to music. Thanks to the clear interface and design of tablets, these artifacts are easy to use for the children and they also enable collaboration when the children use a tablet together. The results also show that children´s perceptions of how the tablet works are varied. This survey has helped to visualize children´s own perceptions of the artifact and how they interact with the tablet.

Syftet med denna studie har varit att undersöka hur barn med ett annat modersmål än svenska på ett informellt sätt kan utveckla sin kunskap i svenska språket. Genom att använda sig av digitalt spel som heter Bornholmslek inom fritidshemmets verksamhet. Teorin utgår från ett sociokulturellt perspektiv med Vygotskijs (2001) teori om samspel och lärande. I metoden används både observationer och gruppintervjuer. Dessa har genomförts tillsammans med sex barn som är sex år och är inskrivna på fritidshemmet. Resultatet jag kom fram till i studien var att barnen utvecklade ett samarbete mellan barnen. Resultatet visar också på att det utvecklades ett lärande i svenska språket genom att barnen spelade Bornholmslek.