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Evaluating Educational Mobile Apps with Preservice Teachers

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Evaluating Educational Mobile Apps with Preservice Teachers

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  • Great, very helpful slideshare. Tech for education range from apps that serve as communication platforms between students and teachers to websites that teach children math and literacy. Here the Simple Apps for High School and College Students: https://softwaredevelopersindia.com/blog/simple-apps-for-high-school-and-college-students/
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Evaluating Educational Mobile Apps with Preservice Teachers

  1. 1. Evaluating Educational Mobile Apps with Preservice Teachers The PTC3 Framework Evrim Baran, Ph.D. Middle East Technical University
  2. 2. Widespread adoption of mobile technologies and apps 2
  3. 3. Movement to Increase Opportunities and Technology All state schools spanning from preschools all the way to high school level will receive a total of 620,000 smart boards, while tablet computers will be distributed to 17 million students and approximately one million teachers and administrators. 3
  4. 4. –What capabilities of mobile devices and apps can support learning and teaching? –Given the large number of mobile apps available, how do educators select which mobile apps to integrate into their learning environments? –How can teachers be supported with mobile app integration into their teaching? 4 Pedagogical Questions
  5. 5. TeachEdMobile Provide, through research and development, methodological and curricular support to teacher educators so that they have research informed resources and curriculum for the integration of mobile applications into their teacher education programs. – To establish criterion-referenced assessments with preservice teachers that will help to judge the educational value of mobile applications, provide a baseline for the teacher education curriculum, and provide ideas for new mobile applications that could potentially help produce usable applications. – To develop resources for teacher educators to help preservice teachers learn about mobile applications and apply it to instructional environments with learners. – To develop and test research instruments that assess evidence of preservice teachers’ knowledge of the effective integration of mobile applications into their teaching settings. – To design and deliver a new “Going Mobile in Teacher Education” open course to develop preservice teachers’ knowledge of effective integration of mobile applications and disseminate the research-informed mobile application curriculum to the interested educators in Europe and around the world. – To perform Marie Curie outreach activities. 5
  6. 6. Going Mobil in Science Teacher Education Mobile Application Discipline iPod Touch iPad iPhone Android Class Activity Project Noah Biology     Outdoors Orbits HD Physics     Classroom station Exoplanet Physics     Classroom station Distant Suns Physics     Group Discovery Element Match Chemistry     Classroom station Chemical Touch (Lite) Chemistry     Classroom station Molsim Chemistry     Classroom station AcceleroGauge Physics     Indoors Experimenter Chemistry     Classroom station Mitosis Biology     Classroom station
  7. 7. Learning science outdoors and with mobile devices Mobilizing with our mobile devices within buildings A group gathering to explore the Sun and Constellations Exploring mobile apps in a classroom stations activity
  8. 8. Going Mobile in Science Teacher Education
  9. 9. 9 Baran, E., & Khan, S. (2014). Going Mobile – Science Teacher Candidates Evaluating Mobile Apps. In C. Miller & A. Doering (Eds), The New Landscape of Mobile Learning: Redesigning Education in an App-based World (pp. 258– 275), Routledge: New York and London.
  10. 10. Mobile learning in teacher education Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17–32.
  11. 11. Mobile learning in teacher education • Modeling mobile pedagogies • Deeper explorations of content areas • Enhancing teachers’ mobility • Connecting teachers with a larger community • Providing teachers with personalized learning experiences • Enhancing social interaction • Presenting alternative assessment techniques • Promoting collaborative knowledge construction Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17–32.
  12. 12. Mobile learning evaluation activities • Developing ideas on the integration of mobile tools into future classrooms • Contributing to the review of mobile applications
  13. 13. Development of mobile app selection tools • Green et al.’s (2014) Mobile App Selection for Science (MASS), • Walker’s (2011) Evaluation Rubric for Mobile Applications (ERMA) and • Schrocks’s (2013) checklist • http://educationappreviews.co m/
  14. 14. The Characterization of Mobile Learning: Theoretical Perspectives –portability, –authenticity, –contextuality, –social interactivity –personalization 14 (Kearney et al., 2012; Laurillard, 2007; Pachler, Bachmair, & Cook, 2009; Sharples, Taylor, & Vavoula, 2007; Stanton & Ophoff, 2013; Traxler, 2005; Uden, 2013).
  15. 15. Green et al. (2014)’s rubric – curriculum connections – authenticity – feedback – differentiation – user friendliness – motivation The conceptualization of mobile learning: Theoretical perspectives Walker (2011)’s rubric • accuracy, • relevance of content, • sharing findings, • feedback, • scientific inquiry and • navigation
  16. 16. Despite the emphasis on the importance of usability, great number of mobile learning environments is still designed without educational concerns and usability problems.
  17. 17. The Study • Examining the criteria for evaluating the affordances of educational mobile apps as perceived by preservice teachers • Design based research (DBR) – Phase 1: Qualitative exploratory case study – Phase 2: Refining the framework with different audiences in different subject domains – Phase 3: Developing materials (e.g., templates, guidelines)
  18. 18. Methodology The design, development, and refinement of an educational mobile app evaluation criteria list 1) Developing the initial codebook 2) Conducting usability studies 3) Analyzing the usability data Preparing the criteria list
  19. 19. Methodology Phase Purpose Methods 1. Developing initial codebook Identify initial coding categories Literature survey 2. Conducting usability tests Generating criteria for mobile app evaluation Usability tests with 19 preservice teachers 3. Analyzing usability data Refining codebook categories Finalizing mobile app evaluation tool Content analysis
  20. 20. Participants • 19 4th year preservice teachers (six male, and thirteen female) from the departments of – elementary science education (n=4), – elementary math education (n=4), – English language education (n=6), – computer education (n=5). • Selected through a nomination process with the criteria: – (a) were among the top three students in their class, – (b) had interest in integrating technology into their future teaching, and – (c) completed their mandatory school experience.
  21. 21. Selection of Educational Mobile Apps • Search criteria – free mobile apps that – covered different content domains such as science, mathematics, computer education, and English as a foreign language (EFL) education at the K12 level, – received high ratings on the databases, and – allowed different interactions with the content. 21
  22. 22. 22 Science Project Noah Biology Exoplanet Astronomy Spacecraft Astronomy Skeleton 3D Biology Virtual Heart Biology Nova Elements Chemistry Monster Physics Physics English Duo Lingo General English Hello-hello General English Phrasalstein Phrasal verbs Toontastic English Storytelling GR Wonderland Nouns, Verbs, Adjectives Mathematics Preschool Math Preschool Math Geogebra Geometry i-Tooch Elementary School Math Math Blaster Arithmetic Chicken Coop Fractions Fractions/Estimation Computer Hopscotch Computer Programming Kodable Algorithms Cargo Bot Computer Programming Scratch Computer Programming Codeacademy Computer Programming Selection of Educational Mobile Apps
  23. 23. Usability test design Usability tasks – “draw a line with given coordinates (x=-3, y=4, x=-5, y=3) in Geogebra”, – “add a new spotting in Project Noah.”
  24. 24. Usability test in session
  25. 25. Data Sources –The recordings of usability test sessions –The recordings of think aloud protocol during usability sessions –Debriefing interviews All usability sessions and interview recordings (1168 minutes total, average 61 minutes per session) were transcribed for further analysis.
  26. 26. Data Analysis 0 10 20 30 40 50 60 Pedagogy Technical usability Content Connectivity Contextuality
  27. 27. 27
  28. 28. 28
  29. 29. The PTC3framework: Evaluating Educational Mobile Apps
  30. 30. Implications for practice • Refining the criteria list through collaborative activities where preservice and in-service teachers test the criteria on selected mobile apps (e.g., for science learning) and adopt the list their own context • Adapting the evaluation of apps in different contexts, such as special education, physical education, and early childhood education
  31. 31. Recommendations for Future Research • Future research on contextuality and connectivity aspects • Emerging affordances of mobile apps • Developing and testing research-based scales and rubrics with teachers • Using evaluation activities in pre-service and in-service teacher education programs
  32. 32. http://latte.eds.metu.edu.tr/ Learning Technologies and Teacher Education http://teachedmobile.eds.metu.edu.tr/ TeachEDMobile Integrating Mobile Applications into Teacher Education
  33. 33. Contact: ebaran@metu.edu.tr www.evrimbaran.com www.twitter.com/evrimb Teşekkürler

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