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Chapter

Implementing Technologies Into Science Classrooms

Chapter

Implementing Technologies Into Science Classrooms

DOI link for Implementing Technologies Into Science Classrooms

Implementing Technologies Into Science Classrooms book

Implementing Technologies Into Science Classrooms

DOI link for Implementing Technologies Into Science Classrooms

Implementing Technologies Into Science Classrooms book

ByDiane Jass Ketelhut, Michael Shane Tutwiler
BookScience Learning and Inquiry with Technology

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Edition 1st Edition
First Published 2017
Imprint Routledge
Pages 29
eBook ISBN 9781315522975

ABSTRACT

This chapter explores various factors that work together to impact the use of technologies in science classrooms. It explores three central issues in science education: learning ‘real science,’ assessment, and motivation. The chapter describes the interaction of educational technologies and two components of classroom education: curricula and pedagogy, making policy recommendations. It highlights research-based frameworks for supporting pre-service and in-service teachers in implementing technologies in pedagogically appropriate ways in order to support curricular goals. The educators then state achievable goals that will help students focus on the critical aspects of the surfaced concepts or skills. The educators design learning experiences that allow students to develop and demonstrate understandings of the stated goals. The concept of stealth assessment, largely pioneered by Val Shute and her colleagues at Florida State University, holds that student competencies can be diagnosed by carefully tracking and measuring student behaviors that correlate with skill development and knowledge over time.

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