The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Going on Safari: The Design and Development of an Early Years Literacy iPad Application to Support Letter‑Sound Learning  pp16-29

Sophie McKenzie, Aaron Spence, Maria Nicholas

© Feb 2018 Volume 16 Issue 1, Editor: Rikke Ørngreen and Karin Levinsen, pp1 - 79

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Abstract

This paper explores the design, development and evaluation of an early childhood literacy iPad application, focusing on the English Alphabet, called ‘A to Z Safari’ trialled in Australian classrooms. A to Z Safari was designed to assist students in the early years of schooling with learning the alphabet and building on their knowledge of letter‑sounds. This paper details the process that led to the design and development of A to Z Safari and evaluates the success of the application (also known as 'app'), using the Technology Acceptance Model (TAM), from a classroom trial in 2015. Quantitative data from the app statistics gathered on student use, and qualitative interviews with classroom teachers explores how students and teachers received A to Z Safari. It was found that the design of A to Z Safari exhibited ease of use and usefulness for the target cohort in regards to gameplay and teacher support, however a number of updates need to be made to the app’s functionality to satisfy future, larger scale use. Suggestions for those designing similar apps for use in classroom environments have been provided.

 

Keywords: Games, literacy, digital application, design, phonics, iPad

 

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Journal Article

A Conceptual Understanding of how Educational Technology Coaches help Teachers Integrate iPad Affordances into their Teaching  pp122-133

Gail Drennan, Ian Moll

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp79 - 158

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Abstract

Educational technology (ed tech) coaches can help teachers and students integrate iPad affordances into their teaching and learning. A brief overview of affordance theory is provided. While investigating the under‑researched practices of ed tech coaches, the authors identified iPad affordances and tabulated these, revealing links between the iPad’s technological capabilities, technological affordances and pedagogical affordances. Nine iPad technological capabilities, such as the camera, were aligned with some of their technological affordances, such as taking a photo. These were matched to some pedagogical affordances, such as taking a photo for educational purposes. Finally, different categories in the table were combined into six broad strands unveiling how ed tech coaches use them to change teacher pedagogy with benefits for teachers, students and parents. Ed tech coaches often naturally build teachers’ TPACK, mostly through the SAMR model. Specifically, they change teachers’ pedagogy by focusing on polysynchronous teaching and learning; digital, transformed learning; student ownership of learning with teachers as facilitators; students as teachers of content and technology; teachers’ triple agendas of content elaboration, academic argument, and digital citizenship; and student creativity.

 

Keywords: iPads, affordances, ed tech coaches, TPACK, SAMR.

 

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Journal Issue

Volume 16 Issue 1 / Feb 2018  pp1‑79

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial

 

Keywords: Information Communication Technology, e-learning, Course Management Systems, Students Perspective, Instructor Perspective, Games, literacy, digital application, design, phonics, iPad, learner agency, Computer-Assisted Language Learning (CALL), task-based language learning, talk, navigational acts

 

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