LU, CHING CHING
National Tsing Hua University, Associate Professor
KANG, CHIA JYUN
The Affiliated Experimental Elementary School of National Tsing Hua University, Teachers
CHIANG, HSIN YI
The Affiliated Experimental Elementary School of National Tsing Hua University, Teachers
LEE, CHING CHUNG
The Affiliated Experimental Elementary School of National Tsing Hua University, Teachers
TSAI, HSIU CHI
The Affiliated Experimental Elementary School of National Tsing Hua University, Teachers
WU, YI FANG
The Affiliated Experimental Elementary School of National Tsing Hua University, Teachers
Abstract
In a modern society, there is a need for each individual student to employ information and communication technology for more effective and accessible educational opportunities. Even though different students may have different access to ICT due to their family backgrounds, teaching with ICT at school can address issues of educational equity.
In this study, we made the students (between 8 and 12 years old) engage themselves in solving authentic problems in an iPad-supported collaborative learning environment, since the iPad has been considered as a tool that facilitate more constructivist learning practices with larger autonomy.
Participants in the study consisted of 106 children, including 3rd-grade, 4th-grade, and 5th-grade students. Two research questions were postulated: i) did every student benefit from the ICT-supported collaborative learning environment? ii) What kind of adjustment could the teacher make for the students who barely benefited? In order to answer the questions, three forms of data for analysis were collected: i) the videos for each session was reviewed and analyzed for evidence of student engagement, ii) each student’s written response in collaborative discussion for evidence of critical thinking, iii) the questionnaires responded by each student as reflecting on their experience in the end of the learning sessions.
Keywords :ICT, learning effect, individual