Technology and Reform-Based Science Education
Theory Into Practice Volume 47, Number 3, ISSN 0040-5841
Current reforms in science education call for the integration of digital technologies into science teaching, advocating that students learn science content and processes through technology. In this article, we provide practical examples, situated within the literature, of how digital technologies can be used to support the development and implementation of high quality technology-enhanced science lessons. Classroom applications featuring, among others, probeware and electronic voting systems are discussed. (Contains 1 table.)
Dani, D.E. & Koenig, K.M. (2008). Technology and Reform-Based Science Education. Theory Into Practice, 47(3), 204-211.
Cited ByView References & Citations Map
S. Selcen Guzey, University of Minnesota, STEM Education Center, United States; Gillian H. Roehrig, University of Minnesota, United States
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 2 (June 2012) pp. 162–183
William Barde, Heather Click-Cuellar & Danielle Franco, University of Texas at El Paso, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4203–4208
Sun Joo Hur, University of Alberta, Canada
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1975–1980
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