Publication Date

5-2016

Date of Final Oral Examination (Defense)

2-26-2016

Type of Culminating Activity

Dissertation

Degree Title

Doctor of Education in Educational Technology

Department

Educational Technology

Supervisory Committee Chair

Yu-Hui Ching, Ph.D.

Supervisory Committee Co-Chair

Ross Perkins, Ph.D.

Supervisory Committee Member

Yu-Chang Hsu, Ph.D.

Abstract

This case study examined the use of mobile devices in supporting data collection and argumentation in the sixth grade science classroom. Mobile devices were used for data collection during laboratory activities and for constructing screencasts of science arguments. Findings revealed that students exhibit little planning when collecting digital data. Students used the digital data to add visual interest to their screencasts, support observations, and support inferences. Students who used the screencasting application’s narration and annotating tools were more likely to create appropriate and sufficient science arguments than their peers. One of the low achieving students in this study was able to create a sophisticated scientific argument through the use of annotation and narration, indicating the potential for screencasting as a viable alternative for struggling students to convey their conceptual understanding of scientific principles. Both students and the classroom teacher viewed the use mobile devices for creating screencasts of scientific arguments to be valuable. Other findings included that some students avoided narrating their screencast out of anxiety and that workflow issues arose due to the sharing of iPads.

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