Using One-to-One Mobile Technology to Support Student Discourse

Abstract

Education researchers, administrators, and classroom teachers in Auburn, Maine, USA are using a design-based, iterative research approach to examine how screencasting apps can support student discourse in K-2 mathematics classrooms equipped with one-to-one mobile technology (iPads). Preliminary data analysis shows that in addition to enhancing mathematical communication, the purposeful use of screencasting apps supports more equitable opportunities for student participation in mathematics discourse, facilitates effective talk moves such as wait time, involves students in self and peer assessment, and engages students in productive struggle. Early findings also suggest that when teachers utilize this approach in their classroom, their beliefs about student capabilities may increase and their teaching practices may change.