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Implementing Technology in Secondary Mathematics and Science Classrooms: Do We Have Common Goals? Barriers? Models for Change?
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, , , , Georgia Southern University, United States

International Conference on Mathematics / Science Education and Technology, ISBN 978-1-880094-34-1 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

The infusion of technology in today's mathematics and science classrooms is a top priority of many school districts. This paper discusses similarities and differences between the technology goals, barriers and change models currently being used to implement technology-based mathematics and science curricular changes. Separate lists for barriers in mathematics and science were developed. Findings were that the disciplines of mathematics and science do have many common goals, barriers and implemenation strategies. Change models served mathematics and science teachers equally well. Recommendations focused on utilization of technology because it enhances mathematics and science learning, removal of barriers as an implementation mandate, and the efficacy of change models for decision making in the technology implementation process.

Citation

Sliva, J., Slough, S., Louden, C. & Chamblee, G. (1999). Implementing Technology in Secondary Mathematics and Science Classrooms: Do We Have Common Goals? Barriers? Models for Change?. In Proceedings of International Conference on Mathematics / Science Education and Technology 1999 (pp. 396-399). Association for the Advancement of Computing in Education (AACE). Retrieved June 1, 2020 from .

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