Browsing by Subject "iPads"
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Item Connect [Summer 11](University of Minnesota: College of Education and Human Development, 2011-08) University of Minnesota: College of Education and Human DevelopmentSusan Hagstrum’s new direction: Despite completing her term as first lady, the alumna remains dedicated to the maroon and gold. Bruininks bids farewell: Past president recounts the highs and lows of his nine-year tenure. Alumni Q&A with President Kaler: The University’s top leader answers questions from CEHD alumni. Classroom innovator: CEHD leads with technology by incorporating iPads into first-year programming. Helping children overcome: Ann Masten’s career-long dedication to researching resilience helps homeless children learn and succeed.Item Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension(2013-05) Scholin, Sarah E.This research evaluated the affordances of iPads related to adolescent comprehension and engagement. Specific research questions were guided by a framework of reading engagement in which classroom practices are theorized to have both a direct and indirect effect on comprehension through the mediating roles of motivations and strategic interaction with text (Guthrie, Wigfield, & You, 2012). Participants consisted of 281 9th grade students from two rural Midwest high schools with one-to-one iPad initiatives. Using a between-participants experimental design, students were randomly assigned to read informational text on either an iPad or paper and completed comprehension questions and motivation questionnaires. Half of the students in each modality condition were randomly assigned to receive a review lesson on strategy use and annotation to encourage strategy use while reading. The effects of text modality and strategy review on comprehension of text, observable strategy use, and motivation variables were examined. Results revealed no differences in comprehension or motivational variables among students who read on iPads and students who read on paper. However, students who read on paper were more likely to use observable strategies while reading, with this difference decreasing among students who received a strategy review lesson. Implications for theory and practice are discussed.Item iPaddle - Incorporating the Use of iPads ® into an Outdoor Education Curriculum(2016-06) Fillmore, Sheila GThe intersection of hand-held mobile digital technology and environmental education (EE) is a relatively new and unexplored concept. Thus, there is little information on how to effectively incorporate the use of iPads ® (tablet computers) in an EE setting. The purpose of this project was to write curriculum designed to take advantage of iPad technology to enhance middle school students’ ecological and local cultural historical knowledge and their nature awareness as they studied various aspects of a local watershed. The curriculum covered a wide variety of topics such as using your senses, nature journaling, aquatic macroinvertebrates, and local cultural history. This project resulted in recommendations for including iPad applications (apps) that may strengthen portions of local watershed lessons. Techniques for more effectively incorporating this technology are suggested for teachers, in both formal and non-formal educational settings. By implementing the curriculum using iPad technology, educators will learn skills and methods to help students become more engaged in learning outdoors.