Using Palm Technology in Participatory Simulations of Complex Systems: A New Take on Ubiquitous and Accessible Mobile Computing

• Published in: Journal of science education and technology Vol. 14; no. 3; pp. 285 - 297
• Main Authors: Klopfer, Eric, Yoon, Susan, Perry, Judy
• Format: Journal Article
• Language: English
• Published: New York Springer Science+Business Media, Inc 01.09.2005; Springer; Springer Nature B.V
• Subjects: Accessibility; Classrooms; Cognitive ability; Complex systems; Computer applications; Computer Oriented Programs; Computer Simulation; Computer technology; Computer Use; Computer Uses in Education; Computers; Cooperative Learning; Curricula; Data Collection; Educational activities; Educational environment; Educational Strategies; Educational Technology; Group facilitation; Independent Study; Influence of Technology; Information Management; Institutionalized Persons; Language Acquisition; Learning; Learning motivation; Mobile computing; Motivation; Outcomes of Education; Research Design; School Size; Science Education; Science Instruction; Simulation; Software; Student Motivation; Student Participation; Teacher Attitudes; Teacher Education Programs; Teacher Motivation; Teachers; Technology; Word Processing
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-005-7194-0

This paper reports on teachers' perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.