Promoting Student-Centered Learning Using iPads in a Grade 1 Classroom: Using the Digital Didactic Framework to Deconstruct Instruction |
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| Authors: | Vera Ella Woloshyn Mira Bajovic Melissa Maney Worden |
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| Institution: | 1. Faculty of Education, Brock University, St. Catharines, Ontario, Canada;2. Elementary School Teacher, Niagara Catholic District School Board, Welland, Ontario, Canada |
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| Abstract: | In this qualitative case study, we provide a series of vignettes illustrating a Grade 1 teacher's experiences integrating iPad technology into her instruction over a school year. We use the digital didactic model to deconstruct these vignettes and draw upon the teacher's reflections to gain further insights about her instructional experiences using iPads. We highlight the effective use of cognitive, affective, and technical scaffolding for encouraging students to take risks, explore multiple solution paths, and become independent learners. We emphasize the criticality of student-centered learning environments for collaboration and knowledge sharing and discuss how iPads can be integrated into the curriculum. |
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| Keywords: | Affective cognitive and technical scaffolding didactical model grade 1 iPads |
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