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How to Design a Mathematical Learning App Suitable for Children: The Myth of Digital Natives

How to Design a Mathematical Learning App Suitable for Children: The Myth of Digital Natives

Elke Höfler, Gerald Geier, Claudia Zimmermann
Copyright: © 2017 |Pages: 19
ISBN13: 9781522516927|ISBN10: 1522516921|EISBN13: 9781522516934
DOI: 10.4018/978-1-5225-1692-7.ch008
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MLA

Höfler, Elke, et al. "How to Design a Mathematical Learning App Suitable for Children: The Myth of Digital Natives." Digital Tools for Seamless Learning, edited by Süleyman Nihat Şad and Martin Ebner, IGI Global, 2017, pp. 160-178. https://doi.org/10.4018/978-1-5225-1692-7.ch008

APA

Höfler, E., Geier, G., & Zimmermann, C. (2017). How to Design a Mathematical Learning App Suitable for Children: The Myth of Digital Natives. In S. Şad & M. Ebner (Eds.), Digital Tools for Seamless Learning (pp. 160-178). IGI Global. https://doi.org/10.4018/978-1-5225-1692-7.ch008

Chicago

Höfler, Elke, Gerald Geier, and Claudia Zimmermann. "How to Design a Mathematical Learning App Suitable for Children: The Myth of Digital Natives." In Digital Tools for Seamless Learning, edited by Süleyman Nihat Şad and Martin Ebner, 160-178. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1692-7.ch008

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Abstract

This paper examines the main considerations that influenced the development and implementation of an educational application created for elementary school children, with the aim of helping them to practice long divisions. In addition to discussing design principles for technologies that are suitable for children, the authors take a closer look at the framework for designing and using digital applications in the classroom. The most important aspects in this regard include the institutional setting of the Austrian school system and the myth of digital natives, as well as the Mobile Seamless Learning and Adaptive Learning approaches. The lack of basic digital infrastructure in Austrian elementary schools, the fact that not every child younger than ten years owns or has access to mobile devices and the resulting problematic implementation of Mobile Seamless Learning settings and BYOD strategies in schools ask for more flexible learning applications. The divisiontrainer designed by Geier (2015) is presented as a good practice example that takes the identified challenges into account.

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