The Impact of Digital Tools on Middle School Science Literacy
Randy Yerrick, Joseph Johnson, SUNY, United States
CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula, explored relevant science education literature, tested lessons with summer school students, and prepared evaluation measures for their year-long implementation of laptops, probeware, and other scientific hardware and software. This quasi-experimental study revealed differences in student achievement, responses to pedagogy, and effectiveness of tools implemented by teachers over the course of the year. Implications are discussed for the effectiveness of laptops in science, as well as future studies identifying differences in instructional practices associated with technology tools.
Yerrick, R. & Johnson, J. (2009). The Impact of Digital Tools on Middle School Science Literacy. Contemporary Issues in Technology and Teacher Education, 9(3), 280-315. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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