References of "Hack, Nathalie 50001920"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailICT use at home and at school: A study on 8- to 12-year old students in Luxembourg
Max, Charles UL; Song, Ju-Youn UL; Hack, Nathalie UL

in INTED2015 Proceedings (2015, March)

The proliferation of mobile computing and ubiquitous internet access creates enhanced opportunities for digital activities and interactive engagement in everyday life for adults, youngsters and children ... [more ▼]

The proliferation of mobile computing and ubiquitous internet access creates enhanced opportunities for digital activities and interactive engagement in everyday life for adults, youngsters and children. By introducing mobile devices into formal education contexts, the present study is investigating ICT-enhanced learning opportunities of younger students in their life and school contexts. The focus of this paper is to 1) delineate the ICT environment, that 8- to 12-year old students face in their home context, 2) map the ICT-related practices this age group experiences within the family context, e.g. patterns of usage, frequency, 3) identify the kind of ICT-based activities which kids prefer and in which they are actually engaged, 4) trace differences in ICT-enhanced classroom activities between students with a strong and a weak ICT home background. The analysis combines data from an online survey and interviews with 8- to 12-year old students. All data have been gathered in an ongoing national project on “Creative inquiries with tablet-cloud systems in elementary science”. This project aims at exploring the impact of interactive technologies on inquiry-based learning processes in elementary science education (Max & Hack, 2014; Max & Song, 2014). The results show that the students have large use of ICT equipment at home and extended access to the internet. Children access the web through a wide range of ICT devices (e.g. PC, laptop, tablets or mobile phone). A majority of this age group goes online alone so that their internet activities are not necessarily guided and supervised by parents. Most kids use a range of different ICT devices for specific purposes on a regular basis ranging from simply consuming digital resources such as listening to music or playing games to searching information online up to creating digital content such as taking pictures and/or making videos. Considering their young age (8-12), our results show that sharing digital content through social media activities is somewhat limited. As regards the impact of a strong or weak ICT background on the students’ school-based ICT activities, we can say that both groups show a similar attitude towards ICT practices in school. The tablet-enhanced school activities are complementary to the leisure-driven activities at home and therefor beneficial for both groups of children. [less ▲]

Detailed reference viewed: 295 (29 UL)
Full Text
Peer Reviewed
See detailImplementing a culture of creative Inquiry with ipads in elementary science education
Max, Charles UL; Hack, Nathalie UL

in Pixel (Ed.) Conference proceedings. New perspectives in science education (2014, March 20)

This paper is discussing first outcomes of an ongoing research (2012-2015) about creative inquiry-based learning with tablet-cloud systems in elementary science education. The study is investigating the ... [more ▼]

This paper is discussing first outcomes of an ongoing research (2012-2015) about creative inquiry-based learning with tablet-cloud systems in elementary science education. The study is investigating the situated ways in which 8 to 12 year old students make sense of science phenomena through creative inquiry practices enhanced by tablets and cloud systems. Inquiry can be defined as an active creation of knowledge through the pursuit of open-ended questions, data gathering and related explanations from evidence. Inquiry-based school activities constitute a learner-centred context for students to develop understanding of scientific concepts and basic inquiry abilities as for example posing and refining research questions, planning and managing an investigation or analysing and communicating results. From early childhood onwards, children explore their environments and actively build knowledge through interest-driven inquiry. New media devices may support or even extend this inclination as they offer the potential to extend the domain and range of children’s inquiry. Especially, new tablet-computers include an array of features, which allow to capture, collect, treat and visualize a span of multimodal data related to science phenomena under exploration. Applications enable students to merge data from their own investigations with content they retrieve from digital sources. This student-generated content can be easily shared with teachers and other groups through the school-based cloud system or disseminated as final outcomes to a private or public audience. The paper discusses the potential of tablet-computers to facilitate student-centred exploration of science phenomena and the formation of scientific thinking in school-based science activities. Evidence is based on different kind of data collected either by students on the internal school cloud (multimodal classroom productions, self-recordings about their inquiry approaches) or by researchers (video data from science lessons, video-stimulated recall interviews with students). Outcomes of our analysis reveal that mobile devices create extended opportunities for skill development in science classrooms. We evidence an increase of self-directed, inquiry-oriented and interest-driven learning skills. The tablet-cloud systems stimulate student engagement and self-expression, i.e., explanations from self-collected evidence, evidence-based argumentation and justification of own approaches. [less ▲]

Detailed reference viewed: 134 (8 UL)
Full Text
Peer Reviewed
See detailThe sciPADS project
Max, Charles UL; Hack, Nathalie UL

Scientific Conference (2013, November)

The sciPADS project is conducting empirical research with children age 8-12 of Luxembourgish elementary schools using a tablet-cloud system. The study centres on students’ processes mediated by ipads such ... [more ▼]

The sciPADS project is conducting empirical research with children age 8-12 of Luxembourgish elementary schools using a tablet-cloud system. The study centres on students’ processes mediated by ipads such as inquiry-based learning and multimodal creations. The cloud system enables students, teachers, and researchers to share generated content across multiple platforms and across the school borders. Our data collection, spanning a two-year learning cycle, comprises the students’ multimodal creations and related commentary; recordings of classroom activities performed with Ipads; data from questionnaires, polls and online surveys; audio-visual recordings of recall-interviews with the students and of regular project meetings with teachers. The presentation's driving question concerns the methodological framework for conducting this investigation, i.e., gather a broad spread of data about the project foci, but also gain some profound insights on the learning process of the students. [less ▲]

Detailed reference viewed: 98 (14 UL)
Full Text
Peer Reviewed
See detailCreative Inquiry with ipads in elementary science education.
Max, Charles UL; Hack, Nathalie UL

Scientific Conference (2013, August 29)

The present paper emphasizes results of an ongoing research project (2012-2015 about creative inquiry with mobile technologies in elementary science education. The analytical lens is directed towards the ... [more ▼]

The present paper emphasizes results of an ongoing research project (2012-2015 about creative inquiry with mobile technologies in elementary science education. The analytical lens is directed towards the situated ways in which 8 to 12 year old students (n=300) make sense of science phenomena through creative inquiry practices. The project is supplying classes with ipads and a secure internal cloud service. These devices are equipped with a range of sensors, which allow students to capture, collect, treat and visualize a broad range of data. Applications permit to combine these collaborative inquiry data with content from print or digital media sources. The internal cloud facilitates to comfortably share all kind of data between students and teachers and to disseminate final products to a private or public audience. The study explores how mobile devices facilitate the understanding of scientific phenomena and the formation of scientific thinking. A core concern deals with processes of creativity, critical thinking, communication and collaboration as emphasized by the 21st century skill frameworks. To achieve this goal, classroom activities are recorded through video data once per trimester and for two consecutive school years. The research analyses also how the students’ productions come into being by considering the versions students store on the internal cloud server. Moreover, the ipads allow students to record themselves their learning and comment on their inquiry approaches. [less ▲]

Detailed reference viewed: 141 (7 UL)