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Using Technology in a Studio Approach to Learning: Results of a Five Year Study of an Innovative Mobile Teaching Tool

Using Technology in a Studio Approach to Learning: Results of a Five Year Study of an Innovative Mobile Teaching Tool
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Author(s): Dianna L. Newman (University at Albany/SUNY, USA), Gary Clure (University at Albany/SUNY, USA), Meghan Morris Deyoe (University at Albany/SUNY, USA) and Kenneth A. Connor (Rensselaer Polytechnic Institute, USA)
Copyright: 2015
Pages: 18
Source title: STEM Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-7363-2.ch072

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Abstract

Presented in this chapter are findings related to the use of the Mobile Studio concept in STEM classes including how the use of an innovative technology that replaced traditional equipment in STEM classes was able to increase student learning. Findings also show that the Mobile Studio Learning Platform supports variations in instructional style and goals as well as learning across different content areas and type of implementation. Use of the Mobile Studio was piloted and implemented in multiple undergraduate engineering courses; the pedagogy expanded beyond this original setting to include use in K-14 sites as well as pre-service and in-service training for science teachers. Data from multiple sources are presented in support of the finding that diverse learners with various instructional needs and user characteristics are positively served by the use of student-centered mobile technology within the domain of STEM education.

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