TY - JOUR
T1 - Anchoring ocean literacy
T2 - participatory iBook design within secondary science classrooms
AU - McHugh, Martin
AU - McCauley, Veronica
AU - Davison, Kevin
AU - Raine, Robin
AU - Grehan, Anthony
N1 - Publisher Copyright:
© 2020, © 2020 Association for Information Technology in Teacher Education.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. The fundamental design intention of the iBook is to increase students’ ocean literacy in a curriculum that lacks marine science. Two e-learning ecologies were identified across two schools; an iPad school and non-iPad school. Participants include two second-year science classes (14–15-year-olds) and their respective teachers. Science teachers were asked to implement the iBook, based on their appraisal, as an accompaniment to their lessons throughout three interventions. Qualitative data took the form of teacher interviews, teacher reflections and student exit cards. Findings illuminate emergent design principles of iBooks that enthuse students with content; mainly to draw upon their personal interest corresponding to interactive technologies. The benefits of participatory design research are highlighted with reference to augmenting student ocean literacy in the science classroom.
AB - This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. The fundamental design intention of the iBook is to increase students’ ocean literacy in a curriculum that lacks marine science. Two e-learning ecologies were identified across two schools; an iPad school and non-iPad school. Participants include two second-year science classes (14–15-year-olds) and their respective teachers. Science teachers were asked to implement the iBook, based on their appraisal, as an accompaniment to their lessons throughout three interventions. Qualitative data took the form of teacher interviews, teacher reflections and student exit cards. Findings illuminate emergent design principles of iBooks that enthuse students with content; mainly to draw upon their personal interest corresponding to interactive technologies. The benefits of participatory design research are highlighted with reference to augmenting student ocean literacy in the science classroom.
KW - iBook
KW - ocean literacy
KW - participatory design
KW - secondary school science
UR - http://www.scopus.com/inward/record.url?scp=85078629723&partnerID=8YFLogxK
U2 - 10.1080/1475939X.2020.1715241
DO - 10.1080/1475939X.2020.1715241
M3 - Article
AN - SCOPUS:85078629723
SN - 1475-939X
VL - 29
SP - 89
EP - 107
JO - Technology, Pedagogy and Education
JF - Technology, Pedagogy and Education
IS - 1
ER -