Challenge-Based Learning Using iPad Technology in the Middle School

Challenge-Based Learning Using iPad Technology in the Middle School

Christie Bledsoe, Jodi Pilgrim
ISBN13: 9781466663008|ISBN10: 1466663006|EISBN13: 9781466663015
DOI: 10.4018/978-1-4666-6300-8.ch014
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MLA

Bledsoe, Christie, and Jodi Pilgrim. "Challenge-Based Learning Using iPad Technology in the Middle School." Tablets in K-12 Education: Integrated Experiences and Implications, edited by Heejung An, et al., IGI Global, 2015, pp. 238-261. https://doi.org/10.4018/978-1-4666-6300-8.ch014

APA

Bledsoe, C. & Pilgrim, J. (2015). Challenge-Based Learning Using iPad Technology in the Middle School. In H. An, S. Alon, & D. Fuentes (Eds.), Tablets in K-12 Education: Integrated Experiences and Implications (pp. 238-261). IGI Global. https://doi.org/10.4018/978-1-4666-6300-8.ch014

Chicago

Bledsoe, Christie, and Jodi Pilgrim. "Challenge-Based Learning Using iPad Technology in the Middle School." In Tablets in K-12 Education: Integrated Experiences and Implications, edited by Heejung An, Sandra Alon, and David Fuentes, 238-261. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6300-8.ch014

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Abstract

Instructional models such as Challenge-Based Learning (CBL) reflect changes in traditional methods of teaching. CBL, developed by Apple, promotes problem-based learning, where collaboration and hands-on learning are key elements in the process (Larmer, Ross, & Mergendoller, 2009). Today's learners must develop information literacy and media literacy skills to communicate by way of 21st century tools, and new instructional models reflect these changes. The integration of technology in the classroom has affected education models in elementary and secondary schools across the nation. This chapter presents a mixed-methods study of a middle school involved in a one-to-one iPad initiative. In order to promote student-centered instruction through the use of technology, the middle school adopted a CBL model of instruction. This examination of teachers' concerns with pedagogy and technology depicts readiness for integration and implications of new innovations. The process of change and technology integration is addressed in this chapter.

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