Date of Award
2017
Document Type
Open Access Dissertation
Department
Instruction and Teacher Education
Sub-Department
College of Education
First Advisor
Susan Schramm-Pate
Abstract
The identified problem of practice for the present action research study centers on ways in which teacher-participants in a working class poor, rural, southern high school can use the iPads in daily science classroom activities to more effectively to engage these students in their classrooms and make the curriculum meaningful. Data in the form of classroom observations, semi-structured interviews, and teacher in-service seminars was collected over a six week period. The results of the present action research study indicate a need for more professional development for incorporating iPads into science coursework for these teacher-participants at RHS despite their claim that they are well prepared to use the iPads in their science curriculum and pedagogy. The Action Plan that resulted from the present study is in the form of professional development for teachers that focuses on how iPads can be used in a constructivist pedagogy to enable better equity of historically marginalized groups of students such as young women, people of color, rural people, and working class poor people to access higher level science courses and post-secondary careers. The Action Plan details tools for iPad use with project-based learning that lends itself to student discovery, the creation of products, and personal meaning-making.
Rights
© 2017, Herbert S. Bocchino III
Recommended Citation
Bocchino, H. S.(2017). High School Science Teachers’ Perceptions of the Effects of One-To-One Computing Devices on Student Engagement. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4244