Collaborative Teacher Inquiry into iPad Use in Grade 3 Classrooms: Mobilizing Knowledge through a Long-Term School-University Partnership

In this paper, we report on a longitudinal case study exploring Grade 3 teachers' implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project res...

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Bibliographic Details
Published inBrock education Vol. 25; no. 1; pp. 73 - 90
Main Authors McQuirter Scott, Ruth, Dortmans, Donna, Rath, Cathy, Meeussen, Nancy, Boin, Jennifer
Format Journal Article
LanguageEnglish
Published Brock University Faculty of Educatino 01.09.2015
Subjects
Case Studies
College School Cooperation
Educational Technology
Elementary School Teachers
Foreign Countries
Grade 3
Handheld Devices
Inquiry
Language Arts
Longitudinal Studies
Preservice Teacher Education
Teacher Collaboration
Teacher Leadership
Teaching Methods
Technology Uses in Education
Telecommunications
Canada
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ISSN1183-1189
1183-1189

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Summary:In this paper, we report on a longitudinal case study exploring Grade 3 teachers' implementation of iPads in the Language Arts classroom. A school-university partnership was formed based on a collaborative teacher inquiry model. We examined factors that shaped our collaboration. The project resulted in greater teacher sharing of iPad implementation strategies and growth in leadership skills among the teachers. A surprising finding was the degree of reciprocal learning about digital pedagogy that the university researchers experienced during the study and were able to share with their Pre-service Education classes. We emphasize the potential of school-university partnerships for narrowing the current gap between theory and practice in technology-enhanced learning.
ISSN:1183-1189
1183-1189