Influencing Student Relationships With Physics Through Culturally Relevant Tools

TL;DR

This study explores how integrating iPads in an urban high school physics class influenced student relationships, increased agency, and connected physics to social and playful contexts, highlighting technology's role in cultural relevance.

Contribution

It demonstrates how culturally relevant tools like iPads can transform classroom norms and student engagement in physics education.

Findings

iPads increased student agency and use of evidence

Technology connected physics to social status and play

Classroom norms were altered by iPad integration

Abstract

This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications, such as screencasting. The participatory roles of students and the expressions of their relationships to physics were examined. Findings suggest that iPad technology altered classroom norms and student relationships to include increased student agency and use of evidence. Findings also suggest that the iPad provided a connection between physics, social status, and play. Videos, observations, interviews, and survey responses were analyzed to provide insight into the nature of these changes.