Examining teachers use of inquiry and mobiles for encouraging 21st Century Skills

ID: 52971 Type: Full Paper: Research
  1. Cynthia Deaton, Clemson University, United States
  2. Benjamin Deaton, Anderson University, United States

Wednesday, June 27 11:15-11:45 AM Location: De Dam 2 View on map

Presider: Diane Wilcox, James Madison University, United States

Abstract: This presentation discusses an inquiry-oriented professional development experience that blended theories of constructivism with mobile technology. The inquiry-oriented professional development experience capitalized on 21st Century Skills (P21, 2009) that align with learner-centered instructional practices to provide students with ownership of their learning. In this presentation, we will share findings from a multiple case study of two secondary science teachers’ participation in multiple phases of the professional development project. Specifically, we will discuss their integration of mobiles to encourage students’ engagement of 21st century skills and inquiry. Data collected for this study included reflective writings, teacher products and an open-ended question from the Technological and Pedagogical Content Knowledge (TPACK) survey (Mishra & Koehler, 2006). Findings recognized participants as moving along the continuum of inquiry from teacher-centered to student-centered as they integrated mobiles into their inquiry lessons. Findings also indicated that participants’ consistently encouraged their students to engage in 21st Century Skills, with Communication, Collaboration, and Creativity being the most common ones encouraged.

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