|dc.description.abstract||While the low-priced computers emerge, technology affordability will be not a problem, and one-to-one (1:1) classroom, classrooms with a wireless enabled computing device available for each student, will be achievable in the near future. The teaching and learning, therefore, will have a substantial change. However, technology affordability also gives rise to the adoption-based research, research that works towards the adoption of technology enhanced learning in real world educational settings, both formal and informal. To have a successful adoption of technologies in classrooms, technology enhanced learning design, we argue, should not concentrate on the feasibility of innovative technologies in education and the theories and experiments, but stress more on the content design, grounded in theories.
Here the content refers to pre-designed activities associated with materials, that is, content = material + pre-designed activity. In this study, we propose the content-first design approach to creating content sample in the one-to-one classroom. The approach should take into account four concerns—content sample identification, learning assessment goal, learning flow, and teacher adoption—in sequence and have repeated procedure of assessment and revision to get a compelling content sample for real practice adoption. And then, the content sample could be expanded to different grade levels and be completed as a whole 1:1 curriculum of a certain subject. To demonstrate this design approach, we identified arithmetic calculations (fractions, multiplications, divisions, etc.) in elementary schools as the subject domain to describe how this design framework works by illustrating how EduBingo, a Bingo game in 1:1 classrooms, was taken as the learning flow to achieve the assessment goal of fluency, which limited to accuracy and efficiency. In the EduBingo game session, the caller, who is usually a teacher, calls out a problem (e.g., 2 times 7) and the students must mark the answer (14) on their computers. We believe that the game-based learning design in 1:1 classrooms is beneficial for arithmetic calculations, and such design can engage the students in the learning tasks.
Two trial tests were described, one focusing on the students while the other on the teacher. The first test indicated that the students made progress on arithmetic fluency from one session to another and that the game promoted positive affect; the second illustrated how a teacher felt the game fit into her classroom practices. This paper emphasized those considerations that were most vital to the content-first design approach proposed herein. Finally, some suggestions of further revisions were provided, and some directions were proposed to continue this study for the future works.||en_US|