Abstract
Smart mobile devices (mostly smartphones and tablets—mobile devices with higher computing power and Internet access) are now a familiar part of the everyday lives of most students and teachers in South Korea. 49.2 % of elementary, 85.4 % of middle, and 83.7 % of high school students in South Korea have a smartphone (Ministry of Education Science and Technology, 2013). They use their smartphones for text messages, social network services (SNS), Internet surfing, and entertainment (e.g., games). For educational purposes, students state that they use smartphones to search information using search engines or web 2.0 knowledge communities and to watch educational videos. Most of them indicate that they upload and share their own pictures and movies via a UCC service such as YouTube or a popular SNS service. Thus, today’s young students search, collect, and consume information and knowledge, but also produce and create knowledge and artifacts (Seol & Son, 2012).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barton, A. C., & Tan, E. (2010). We be burnin’! Agency, identity, and science learning. The Journal of the Learning Sciences, 19(2), 187–229.
Chen, Y. -S., Kao, T. -C., Yu, G. -J., & Sheu, J. -P. (2004). A mobile butterfly-watching learning system for supporting independent learning. Paper presented at the wireless and mobile technologies in education, 2004. In: Proceedings. The 2nd IEEE international workshop on.
Cho, H. G. (2013). Method of sharing knowledge and information between learning communities: Google patents.
Clark, D. B., Sampson, V., Weinberger, A., & Erkens, G. (2007). Analytic frameworks for assessing dialogic argumentation in online learning environments. Educational Psychology Review, 19(3), 343–374.
Colella, V. (2000). Participatory simulations: Building collaborative understanding through immersive dynamic modeling. The Journal of the Learning Sciences, 9(4), 471–500.
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners classroom. Cognition and Instruction, 20(4), 399–483.
Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives: Pdas as a window into a virtual simulated world. Paper presented at the Wireless and Mobile Technologies in Education, 2002. In: Proceedings. IEEE international workshop on.
Kyza, E. A. (2013). Networked technologies to foster students’ collaboration and reflection. In C. Mouza & N. Lavigne (Eds.), Emerging technologies for the classroom (pp. 113–126). New York: Springer.
Ministry of Education Science and Technology. (2011). A strategic plan for implementing smart education
Ministry of Education Science and Technology. (2013). Internet and smart phone use
Pachler, N., Bachmair, B., Cook, J., & Kress, G. (2010). Mobile learning. New York: Springer.
Rodgers, C. (2002). Defining reflection: Another look at john dewey and reflective thinking. The Teachers College Record, 104(4), 842–866.
Roschelle, J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19(3), 260–272.
Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10, 76–101.
Ryu, S., Han, Y., & Paik, S. H. (2015). Understanding co-development of conceptual and epistemic understanding through modeling practices with mobile internet. Journal of Science Education and Technology, 24(2–3), 330–355. doi:10.1007/s10956-014-9545-1
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67–98). Chicago: Open Court.
Scheuer, O., Loll, F., Pinkwart, N., & McLaren, B. M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning, 5(1), 43–102.
Seol, M., & Son, C.-i. (2012). A survey on teacher’s perceptions about the current state of using smart learning in elementary schools. Korea Association of Information Education, 16(3), 309–318.
Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning. Heidelberg, Germany: Springer.
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In Cambridge handbook of the learning sciences, 2006.
Tinker, R. F., & Krajcik, J. S. (2001). Portable technologies: Science learning in context (Innovations in science education and technology). ERIC. New York: Kluwer Academic/Plenum Publishers.
Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger writes and having writ. The International Review of Research in Open and Distance Learning, 8(2), 1–12.
Webb, N. M., Nemer, K. M., & Ing, M. (2006). Small-group reflections: Parallels between teacher discourse and student behavior in peer-directed groups. The Journal of the Learning Sciences, 15(1), 63–119.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Ryu, S., Paik, SH. (2015). Changes in Collaborative Discussion and Engagement with “Smart Technology” in Science Classroom. In: Khine, M. (eds) Science Education in East Asia. Springer, Cham. https://doi.org/10.1007/978-3-319-16390-1_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-16390-1_11
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-16389-5
Online ISBN: 978-3-319-16390-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)