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Journal of Computers in Mathematics and Science Teaching

October 2017 Volume 36, Number 4

Editors

Gary H. Marks

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Table of Contents

Number of articles: 6

  1. Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

    Rodulfo T. Aunzo, Jr., University of San Carlos, Philippines

    A lot of teachers are complaining that students are “texting” inside the classroom even during class hours. With this, this research study on students’ perception before the integration and the... More

    pp. 317-337

  2. The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit

    Angelina Constantine, Paula Rozowa & Alaina Szostkowski, University of Minnesota - STEM Education Center, United States; Joshua Ellis, Michigan Technological University, United States; Gillian Roehrig, University of Minnesota - STEM Education Center, United States

    In the age of STEM education, teachers consistently struggle to understand the nature of technology and how to integrate it. This multiple-case study uses the TPACK framework to explore the beliefs... More

    pp. 339-349

  3. Skill based teaching –learning Science implementing Metaphorical thinking

    Cittoor Girija Navaneedhan, Indian Institute of Technology, India

    Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training,... More

    pp. 351-360

  4. Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

    Seungoh Paek & Lori Fulton, University of Hawaii at Manoa, United States

    This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a... More

    pp. 361-374

  5. Teaching with Technology: Applications of Collaborative Online Learning Units to Improve 21st Century Skills for All

    Fatima Terrazas-Arellanes, Lisa Strycker & Emily Walden, University of Oregon, United States; Alejandro Gallard, Georgia Southern University, United States

    Inquiry-based learning methods, coupled with advanced technology, hold promise for closing the science literacy gap for English learners (ELs) and students with learning difficulties (SWLDs).... More

    pp. 375-386

  6. A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

    Shiang-Kwei Wang & Hui-Yin Hsu, New York Institute of Technology, United States

    Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students’ learning. The purpose of this project is to facilitate science teachers’ use of... More

    pp. 387-396