Examining the Efficacy of a Technology Enhanced Clock-Reading Instructional Protocol

ID: 48966 Type: Brief Paper
  1. Timothy Pelton and Todd Milford, University of Victoria, Canada
  2. Leslee Francis Pelton, University Of Victoria, Canada

Friday, March 25 11:50 AM-12:10 PM Location: Percival View on map

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Abstract: In this paper we share our results from a pilot study designed to support the validation of a technology enhanced instructional protocol for clock-reading. This protocol integrated appropriate technology tools (iPads and a researcher-designed app) with collaboratively created lessons to facilitate learning of clock and time concepts in the intermediate level classroom. A lesson study approach was used to design, refine and improve the treatment, which included teacher-led activities, discussions, structured use of the iPad app, on-app formative assessments and off-app summative assessments. Data collected included four parallel curriculum-based pre- and post-intervention assessments, classroom observations, and follow-up interviews. After sharing our initial results, we discuss the implications for learning time concepts, for iPad use to support such, for refining our protocol, and for continued app development.


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