Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom

Abstract

This exploratory study investigates the potential of a tablet-based note-taking application (TbNA) to serve as a digital notebook in support of students' classroom science practices. An elementary teacher (Grades 4–5) from a public charter school integrated a TbNA into her science class for one semester while participating in professional development. Data from a student survey, a classroom observation, and a teacher interview were collected. Findings suggest that students were successful using the TbNA but did not use all of the tools as expected. The results have implications for teacher education, in that professional development must go beyond exploration to the use of technology in subject-specific situations. The work underscores the importance of researching educational technology in authentic classroom contexts.

Additional information

Notes on contributors

Seungoh Paek

Seungoh Paek is an Assistant Professor in Learning Design and Technology at the University of Hawai'i at Mānoa. Her research focuses on interactive media for young children in the domains of mathematics and science. Other areas of research include instructional technology, cognitive science, and evaluation. Please address correspondence to Seungoh Paek, University of Hawai‛i, Learning Design and Technology, 1776 University Avenue, Honolulu, HI 96822, USA. E-mail: [email protected]

Lori A. Fulton

Lori A. Fulton is an Assistant Professor of elementary science education in the Institute for Teacher Education at the University of Hawai'i at Mānoa. Her research interests include teacher preparation and professional development as well as the written and oral discourse of science. She is co-author of Science Notebooks: Writing about Inquiry.