Tablets in K-12 Education: Integrated Experiences and Implications
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Tablets in K-12 Education: Integrated Experiences and Implications

Heejung An, Sandra Alon, David Fuentes
Indexed In: SCOPUS View 2 More Indices
Release Date: July, 2014|Copyright: © 2015 |Pages: 346
DOI: 10.4018/978-1-4666-6300-8
ISBN13: 9781466663008|ISBN10: 1466663006|EISBN13: 9781466663015
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Description & Coverage
Description:

The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success.

Tablets in K-12 Education: Integrated Experiences and Implications explores the use of hand-held mobile devices in primary and secondary classrooms to assist in learning, sharing, and communication among students and teachers. With cutting-edge research on pedagogy, practice, and new initiatives for mobile learning devices and applications, this advanced reference source provides educators, technology coordinators, administrators, and other faculty with the resources needed to effectively implement mobile applications in their classrooms.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Assessment Tools
  • Best Teaching Practices
  • Classroom Management
  • Instructional Design
  • Mobile Applications
  • Mobile Learning Applications
  • Student Learning Support
  • Student Motivation and Engagement
Reviews & Statements

Educators and researchers from the US, Cyprus, and Canada contribute 17 essays on the use of tablets in K-12 education. They address theories and concepts, including a hybrid approach to teaching with tablets, implementation approaches, using mobile devices selectively, classroom management issues, and mobile learning to enhance disaster preparedness education; teaching approaches like using tablets to teach for understanding and knowledge construction in social studies, to support 21st-century learning skills.

– ProtoView Book Abstracts (formerly Book News, Inc.)
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Editor/Author Biographies
Heejung An, Ed.D., is an Associate Professor of Learning Technologies and the Director of the M. Ed in Curriculum and Learning program at the College of Education, William Paterson University. Her main areas of research explore how technology impacts cognition and how K-12 teachers can use technology effectively for teaching and learning. Dr. An received her Ed.D. in Instructional Technology and Media from Teachers College, Columbia University.
Sandra Alon, Ed. D. is an Associate Professor and coordinator of the Teaching Children Mathematics program at the College of Education, William Paterson University. Alon’s work draws on her many years of experience as a Mathematics classrooms teacher, Mathematics Supervisor and teacher educator. Her main areas of research are the acquisition and development of mathematical concepts. Of particular interest is teacher training and the inquiry based method of teaching and learning. Dr. Alon received her Ed.D. in Mathematics Education from Teachers College, Columbia University.
David Fuentes, Ph. D., is an Assistant Professor in the Department of Elementary & Early Childhood Education, at William Paterson University of New Jersey. He teaches courses aimed at preparing inquiring teacher candidates for teaching in diverse settings, as well as courses that examine the historical and philosophical foundations of education in the United States. His current research focuses on the impact of mobile learning in K-6, Urban settings. Dr. Fuentes earned his Ph.D. in Curriculum and Instruction from Pennsylvania State University.
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