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Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change
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, , Georgia Southern University, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this paper is to examine and describe the change process as technology is implemented in secondary science and mathematics classrooms. This paper synthesizes the results from two studies, a qualitative study on implementation concerns of secondary science teachers resulting from the use telecommunications (Slough, 1998) and a quantitative study on technology implementation concerns of middle and secondary mathematics teachers and potential teachers of first-year algebra in North Carolina (Chamblee, 1996). The Concerns Based Adoption Model (CBAM) provided a theoretical framework for both studies.

Citation

Slough, S.W. & Chamblee, G.E. (2000). Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 1021-1026). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2020 from .

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