Search results for author:"Karen Irving"
Total records matched: 13 Search took: 0.212 secs
Ohio State University
Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 1 (January 2009) pp. 45–70
This study focuses on how preservice science teachers integrated educational technology into secondary science instruction during student teaching. Data includes interviews, classroom observations, lesson plans and artifacts, and surveys. The...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3686–3691
Standards based reform movements in science education call for scientific and technological literacy for students and teachers as well as greater use of inquiry in science teaching and learning (American Association for the Advancement of Science ...
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1672–1676
This paper introduces a database development process for a large scale educational research project. The research data is collected through tests, surveys, observations and field notes from 157 teachers and approximately 1800 students by 12...
Science Educator Vol. 15, No. 1 (2006) pp. 13–20
The author explores current efforts by educators and policy makers to harness the power of educational technology for both assessment "of learning" and assessment "for learning" in K-12 classrooms. (Contains 1 figure.)
Preservice science teachers' use of educational technology during student@teaching (2003) pp. 1–291
The secondary science teacher preparation at the University of Virginia provides a model technology enrichment program for preservice teachers. Important features of this program include an introductory course with an educational technology...
Journal of Science Education and Technology Vol. 13, No. 2 (June 2004) pp. 255–266
For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines ...
Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 3 (July 2009) pp. 247–275
Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom...
Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 56–68
Formative assessment has been demonstrated to result in increased student achievement across a variety of educational contexts. When using formative assessment strategies, teachers engage students in instructional tasks that allow the teacher to...
Teachers’ Use of Interactive Technology to Enhance Students’ Metacognition: Awareness of Student Learning and Feedback
Journal of Computers in Mathematics and Science Teaching Vol. 34, No. 2 (April 2015) pp. 175–198
Increased teacher awareness of student thinking and understanding enables teachers to better support students’ learning by allowing for increased formative feedback that clarifies students’ understanding and supports their construction of knowledge. ...
The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms
International Journal of Science and Mathematics Education Vol. 9, No. 2 (April 2011) pp. 459–481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 3710–3716
Abstract: This paper describes a research study in progress that examines the impact of classroom connectivity technology on student achievement in algebra 1 and physical science, self-regulated learning, and dispositions toward mathematics and...
Karen E. Irving; Stephen J. Pape; Douglas T. Owens; Louis Abrahamson; David Silver; Vehbi A. Sanalan; Vehbi Sanalan
Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 2 (April 2016) pp. 131–151
Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development...