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|Title:||Third Graders' Use of Digital Tools Designed for Multimodal Communication in Project-based Science|
|Authors:||Fitzgerald, Miranda S|
DellaVecchia, Gabriel P.
Palincsar, Annemarie Palincsar
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Fitzgerald, M. S., DellaVecchia, G. P., Palincsar, A. P., & Soloway, E. (2018). Third Graders' Use of Digital Tools Designed for Multimodal Communication in Project-based Science. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.|
|Abstract:||This short paper describes a study conducted in the context of a larger design-based research project focused on investigating the integration of science, English language arts, and mathematics in elementary grades project-based learning (PBL). This study focuses on one third-grade unit (How can we help the birds that live around here grow up and thrive?), in which student groups developed and presented digital, multimodal artifacts, using a suite of digital tools. We asked: (1) What did third-graders' digital artifacts reveal about their use of multiple modes to communicate information? (2) How did students describe their modal use as they shared their digital artifacts? Findings suggest that third-graders were strategic and flexible in their modal selection and use. In sharing presentations, there was variability in students' descriptions of multimodal features and rationale for modal use.|
|Appears in Collections:||ICLS 2018|
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