Search results for author:"Rose M. Pringle"
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University of fForida
Contemporary Issues in Technology and Teacher Education Vol. 2, No. 2 (2002) pp. 218–233
An asynchronous learning network utilizes different tools for computer-mediated communication. It employs the integration of these tools as a means of slowing down the dynamic face-to-face interactions, characteristic of the traditional classrooms ...
Science Activities: Classroom Projects and Curriculum Ideas Vol. 41, No. 4 (2005) pp. 29–32
Science requires active learning--it is something that children do, rather than something that is done to them. The learning process involves students' thinking and doing to develop higher-order thinking skills, strengthen their reading and...
Technology, Science and Preservice Teachers: Creating a Culture of Technology-Savvy Elementary Teachers
Action in Teacher Education Vol. 24, No. 4 (2003) pp. 46–52
Explored how preservice elementary teachers incorporated technology into a microteaching activity that was a component of their science education, mathematics education, and educational technology courses. Participants displayed varied levels of...
Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 648–662
In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate...