---

Abstract

This case study reports on a third grade class’s use of ubiquitous tools during a science unit on living and nonliving things. Specifically, the students used online resources, digital cameras, handhelds, Intel microscopes, and Kidspiration software to create representations documenting their learning. Additionally, the class also created digital claymation movies to represent the life cycle of various animals. This investigation documents the unique ways in which children can construct knowledge and create representations of their learning when afforded ready access to a variety of digital devices.

Research Questions

What sorts of knowledge representations are afforded by ready access to a variety of digital devices that would not be possible otherwise?

Across the six weeks, the class had ready access to a variety of digital devices including 1:1 Internet access, digital cameras, handhelds, Intel microscopes, and multimedia software. Such access afforded the students opportunities to create detailed representations documenting their learning including concept maps, multimedia research presentations, claymation movies, and online learning games. With the digital microscopes they were able to study actual plant and animal cells and 1:1 ready access allowed them to conduct Internet research on endangered animals. The students were also able to take virtual field trips to a variety of ecosystems such as the desert and rainforest and had the opportunity to videoconference and talk directly with an expert from the local zoo regarding animal adaptations . Teacher interview data documented the rich learning opportunities such access created for student learning.

During the first week, students were introduced to various tools that they would be using across the six weeks for creating representations, including the desktop computers, handhelds, and digital cameras. Students went outside on campus and used digital cameras to photograph living and nonliving things and then used Kidspiration to create Venn diagrams comparing and contrasting living and nonliving things.

Later in the week, students worked in pairs using Intel microscopes to compare plant and animal cells. Students used their handhelds to record observation notes detailing characteristics of the cells. After viewing the various plant and animal cell samples, the students used Kidspiration to create Venn diagrams that compared and contrasted plant and animal cells.

Within the classroom, the technology afforded students the opportunity to observe and document the live metamorphosis of tadpoles and caterpillars.

To document and further study the metamorphosis, the teacher created the position of “Roving Reporter” in which each day across the six weeks, two students assigned to be the reporters for that day were responsible for photographing the development of the organisms and documenting changes. The documentation created by the Roving Reporters provided a context for exploring the characteristics of living and nonliving things, animal groups and their life cycles.

As the unit progressed in week two, the class focused on animal classifications. As a class, the students created a Venn diagram comparing birds and animals. Students then worked collaboratively in groups to conduct online research to discover the traits of birds, fish, insects, mammals, reptiles and amphibians and recorded notes on their handhelds. The students used their notes to create Venn diagrams that organized their research findings.

Work sample 1.

Work sample 2.

Work sample 3.

Work sample 4.

The students also studied adaptations and how adaptations assist animals in survival. Students simulated animal adaptations using various materials such as toothpicks, clothespins, and tweezers to manipulate food items. The students experimented with how their various “beak” adaptations allowed them to successfully manipulate their prey and recorded their observations by entering the data into a spreadsheet on their handhelds. Additional information regarding animal adaptations was obtained via a teleconference with an expert from the local zoo. The teleconference also included a discussion on endangered animals, which led into a research project on endangered animals. Students worked collaboratively in pairs to research the physical and behavioral adaptations of a specific endangered animal and then reported their findings to the class through a PowerPoint presentation.

Student learning regarding animal life cycles was further documented through the creation of digital movies . Students worked in collaborative groups and were assigned a specific animal classification to research. The groups created claymation representations of their animal group and it’s habitat. The students used digital cameras and Animation shop software to create movies detailing the stages of development of their animal.

Across the six weeks, ubiquitous access to digital technologies provided multiple ways for the students to represent and document their learning. Digital technologies used for mapping and Venn diagrams facilitated students in synthesizing, analyzing and sharing their understanding of key curricular concepts regarding plant and animal groups and traits, adaptations, and life cycles. Through the use of digital photography, graphing software, claymation animation, and multimedia authoring software, the students had rich opportunities to create and communicate their understanding of living and nonliving things in a wide variety of representational forms.

How does ubiquitous access affect student learning and students’ attitude/motivation toward learning?

Analyses of selected student work samples provided evidence of student learning at high levels. On a scale of 3-12 (with 3 being the lowest), the student-created artifacts averaged a score of 11.2. Work created by the higher ability student averaged 11.8. For the student with average ability, the work samples averaged 11. Work sample ratings for the student with lower abilities averaged 10.7.

The impact of ubiquitous access on the quality of student work as well as student motivation was further documented through teacher reflections and interviews.

Across the six-weeks, the teacher reported changes in student engagement and motivation.

I’ve noticed that they are a lot more engaged on the activities that we’re working on there compared to here in the regular classroom. They’re not just sitting in desks, they’re not all facing the front but they’re actively working and they’re constructing their own meaning. I’m not just telling them “This is the way it is”, but I’m giving them some guidelines to follow and they are really working on the problem-solving skills themselves.

Additionally, the teacher observed a “ leveling effect ” of the technology with regard to the participation and performance among students with learning difficulties.

During interviews, the teacher also reported observing more cooperation among students as they collaborated on group projects. The teacher further commented on how the ubiquitous environment created a context for teaching the students how to collaborate and work as a team.

Student interview data further documented the impact of the ubiquitous tools on student engagement and motivation toward learning. Students were motivated by the kinds of representations they were able to create given access to such tools. One student shared, “I liked working with … PowerPoint most of all. I liked it because you got to choose backgrounds and make work look really cool”. Similarly, another student reported “ It helped me learn because there was more stuff on the computers so I learned a little bit more about animals”. During their interviews, students repeatedly commented on their multimedia games and the claymation project as favorite activities during the six-week unit. The students were able to describe in great detail the representations that they created and the key concepts represented in their work. Students were able to discuss decisions they made with regard to technology choices when representing specific concepts or ideas in product creation, such as in their Venn diagrams and PowerPoint presentations.

Analysis of the data sources point to the unique ways digital technologies can support students’ internal conceptualizations and construction of knowledge as well as the process around which knowledge is constructed. In this third grade class, students were anchored in authentic learning experiences through connections with real-world experts via video-conferencing and abundant resources accessible through the Internet. Such experiences provided opportunities for students to share and construct knowledge in meaningful, engaging ways that resulted in a deep understanding of key concepts.

Click here to return to main article.