Pedagogic Practice Integrating Primary Science and Elearning: The Need for Relevance, Recognition, Resource, Reflection, Readiness and Risk
ARTICLE
Susan Rodrigues
Technology, Pedagogy and Education Volume 15, Number 2, ISSN 1475-939X
Abstract
This article describes a well-funded and well-equipped model of teacher professional development that encouraged the promotion of information-rich learning environments for learning science. A community of practice using face-to-face and electronic communication encouraged learning, and generated and ensured pedagogical change and innovation. The community of teachers, educators and scientists developed resource materials involving various technologies that were used by the teachers with their classes. Data collected through teacher surveys, online dialogue, interviews, pupil work, teacher "show and tell" and limited classroom observation suggest that technology integration in primary science lessons was governed by six key elements: relevance, recognition, resource, reflection, readiness and risk.
Citation
Rodrigues, S. (2006). Pedagogic Practice Integrating Primary Science and Elearning: The Need for Relevance, Recognition, Resource, Reflection, Readiness and Risk. Technology, Pedagogy and Education, 15(2), 175-189. Retrieved March 19, 2024 from https://www.learntechlib.org/p/69655/.
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Keywords
- blended learning
- communities of practice
- Computer Assisted Instruction
- educational resources
- educational technology
- electronic learning
- Foreign Countries
- Observation
- professional development
- Program Descriptions
- Program Effectiveness
- Program Implementation
- Resource Materials
- Science Instruction
- science teachers
- Scientists
- Teacher Surveys
- technology integration
- Web Based Instruction
Cited By
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Exploring the use of iPads to Investigate Forces and Motion in an Elementary Science Methods Course
Rachel Wilson, Jeff Goodman, Leslie Bradbury & Lisa Gross, Appalachian State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 2 (June 2013) pp. 105–126
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Evaluating the Use of Learning Objects for Secondary School Science
Robin Kay & Liesel Knaack, University of Ontario Institute of Technology (UOIT), Canada
Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 4 (October 2007) pp. 261–289
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