Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching

Abstract The purpose of this study was to examine patterns evident in the ways middle school teachers, who value technology integration, design instruction that leverages educational applications (app) affordances. Using the pedagogy of multiliteracies (Cope & Kalantzis, 2015) and app affordances of multimodality, collaboration, and interactivity as guides, 17 instructional chains designed by nine teachers were analyzed for patterns. Findings revealed teachers launched iPad-integrated instruction by using content apps to engage students in experiencing information at the beginning of each lesson or by using a flipped classroom model. Additionally, all instruction incorporated multiple apps and multiple knowledge processes, although some sequences were all-digital and others combined digital and nondigital activities.

[1]  Robert Godwin-Jones,et al.  Mobile apps for language learning , 2011 .

[2]  Karla M. Armbruster.  Place-Based Education: Connecting Classrooms and Communities , 2006 .

[3]  George E. Newell,et al.  Instructional Chains as a Method for Examining the Teaching and Learning of Argumentative Writing in Classrooms , 2013 .

[4]  Susan E. Thomas.  Future Ready Learning: Reimagining the Role of Technology in Education. 2016 National Education Technology Plan. , 2016 .

[5]  Orrin T. Murray,et al.  Teaching and Learning with iPads, Ready or Not? , 2011 .

[6]  Peggy A. Ertmer,et al.  Teacher beliefs and technology integration practices: A critical relationship , 2012, Comput. Educ..

[7]  B. Cope,et al.  A multiliteracies perspective on the new literacies , 2010 .

[8]  M. Patton.  Qualitative research & evaluation methods , 2002 .

[9]  John M. Downes,et al.  The Intersection between 1:1 Laptop Implementation and the Characteristics of Effective Middle Level Schools , 2015 .

[10]  Dale S. Niederhauser,et al.  Teachers’ instructional perspectives and use of educational software , 2001 .

[11]  Yeonjeong Park,et al.  A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. , 2011 .

[12]  Gudela Grote,et al.  ICT and Schools; ; Electronic journal of e-learning; , 2006 .

[13]  Lasisi Ajayi.  PRESERVICE TEACHERS' KNOWLEDGE, ATTITUDES, AND PERCEPTION OF THEIR PREPARATION TO TEACH MULTILITERACIES/MULTIMODALITY , 2010 .

[14]  Rachel Karchmer-Klein.  Audience Awareness and Internet Publishing: A Qualitative Analysis of Factors Influencing How Fourth Graders Write Electronic Text , 2007 .

[15]  Riina Vuorikari,et al.  Overview and analysis of 1:1 learning initiatives in Europe , 2013 .

[16]  Susan M. Land,et al.  Tree Investigators: Supporting families' scientific talk in an arboretum with mobile computers , 2015 .

[17]  Diane Barone,et al.  Literacy Instruction With Digital and Media Technologies , 2008 .

[18]  Luca Wurfel.  Teaching Writing As Reflective Practice , 2016 .

[19]  N. Frey,et al.  iPad Deployment in a Diverse Urban High School: A Formative Experiment , 2015 .

[20]  Angela Carlson-Bancroft,et al.  Examining Differentiation and Utilization of iPads Across Content Areas in an Independent, PreK–4th Grade Elementary School , 2014 .

[21]  Kimberly A. Neuendorf,et al.  The Content Analysis Guidebook , 2001 .

[22]  Gunther Kress,et al.  Literacy in the New Media Age , 2003 .

[23]  Kevin Leander.  Composing with Old and New Media: Toward a Parallel Pedagogy , 2009 .

[24]  Richard Beach,et al.  Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing , 2014 .

[25]  Denise A. Schmidt-Crawford,et al.  Exploring the Use of the iPad for Literacy Learning , 2012 .

[26]  Chao-hsiu Chen.  Why Do Teachers Not Practice What They Believe Regarding Technology Integration? , 2008 .

[27]  S. Michaels,et al.  A pedagogy of Multiliteracies Designing Social Futures , 1996 .

[28]  M. Warschauer,et al.  Laptops and Inspired Writing , 2010 .

[29]  Amy Hutchison,et al.  A Planning Cycle for Integrating Digital Technology into Literacy Instruction. , 2014 .

[30]  D. Reinking,et al.  Teachers' Perceptions of Integrating Information and Communication Technologies into Literacy Instruction: A National Survey in the United States , 2011 .

[31]  M. Patton,et al.  Qualitative evaluation and research methods , 1992 .

[32]  สุธััญญา ด้วงอินทร์,et al.  Flip your classroom: Reach every student in every class every day , 2017 .

[33]  Jennifer M. Brill,et al.  Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically-Disciplined Approach to Innovation with Emergent Technologies , 2008 .

[34]  David G. O'Brien,et al.  Fostering Students’ Science Inquiry Through App Affordances of Multimodality, Collaboration, Interactivity, and Connectivity , 2015 .

[35]  E. Judson.  How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection? , 2006 .

[36]  Deanna C. C. Peluso.  The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices? , 2012, Br. J. Educ. Technol..

[37]  Rachel A. Karchmer.  The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K‐12 Classrooms , 2001 .

[38]  Marc Prensky,et al.  Teaching Digital Natives: Partnering for Real Learning , 2010 .

[39]  Robert Godwin-Jones,et al.  Mobile apps for language learning , 2011 .

[40]  Gudela Grote,et al.  ICT and Schools: Identification of Factors Influencing the Use of New Media in Vocational Training Schools. , 2006 .

[41]  B. Cope,et al.  The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies , 2015 .

[42]  Isa Jahnke,et al.  Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes , 2014 .

[43]  J. McClay,et al.  Assumptions and Practices in Using Digital Technologies to Teach Writing in Middle-Level Classrooms across Canada. , 2012 .

[44]  Rebecca Leech,et al.  Teaching the Digital Natives , 2006 .

[45]  Min Kyu Kim,et al.  Teacher Beliefs and Technology Integration. , 2013 .

[46]  R. Henkin,et al.  Padlet Walls, Weeblies, and Twitter: Incorporating Multimodal and Digital Literacies in the San Antonio Writing Project and in a Seventh-Grade English Language Arts Classroom , 2014 .

[47]  유창조.  Naturalistic Inquiry , 2022, The SAGE Encyclopedia of Research Design.

[48]  N. Frey,et al.  Students Can Purposefully Create Information, Not Just Consume It , 2014 .

[49]  Aaron Sams,et al.  Flip Your Classroom: Reach Every Student in Every Class Every Day , 2012 .

[50]  D. Reinking,et al.  Negotiating the Multiple Realities of Technology in Literacy Research and Instruction , 1999 .

[51]  Anne Cloonan,et al.  Integrating by Design: Multimodality, 21st Century Skills and Subject Area Knowledge , 2015 .

[52]  Dana L. Grisham,et al.  Adolescents and the New Literacies: Writing Engagement , 2007 .

[53]  Richard Beach,et al.  Using Apps to Support Disciplinary Literacy and Science Learning , 2013 .

[54]  G. Cziko,et al.  Teacher Adoption of Technology: A Perceptual Control Theory Perspective , 2001 .

[55]  K. Ciampa,et al.  Learning in a mobile age: an investigation of student motivation , 2014, J. Comput. Assist. Learn..

[56]  C. Mouza,et al.  Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program , 2015 .

[57]  Katie Stover,et al.  Examining Literacy Teachers’ Perceptions of the Use of VoiceThread in an Elementary, Middle School, and a High School Classroom for Enhancing Instructional Goals , 2015 .

[58]  E. Guba,et al.  Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth) , 1985 .