V-SPACE: Virtual Spaces for Accessing Content in English
Julie Baker, Janet Isbell, Jeremy Wendt, Brenda Wilson, Tennessee Technological University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The V-SPACE project equipped English teachers with iPads as tools to create and maintain virtual spaces for their students. Throughout the project, teachers learned effective ways to integrate technology and English content, while strengthening technological knowledge and pedagogical skills. In a summer institute, 25 high school teachers were trained, using their iPads, to create a web presence that encouraged interactive student exploration of course content through standards-based activities, tapping into students’ already-established world of multiliteracies. A quantitative quasi-experimental research design with a bivariate correlation analysis was employed to analyze the pre- and post-assessment scores of the teacher-participants and control group. Statistically significant relationships were found between project participation and classroom integration of technology. Qualitative methods were also employed; inductive analysis found themes of success with story apps in addition to renewed student excitement and enthusiasm.
Baker, J., Isbell, J., Wendt, J. & Wilson, B. (2013). V-SPACE: Virtual Spaces for Accessing Content in English. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3647-3652). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).