You are here:

Teachers’ Perceptions of the Challenges in Innovating with Technology-Rich Content in the Geosciences Classroom: An Activity Systems Analysis
PROCEEDINGS

, Northern Illinois University, United States ; , University of Tennessee - Knoxville, United States ; , Northern Illinois University, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Millions of grant dollars are invested each year to improve teaching and learning in the K-12 classroom. Many of these investments involve technology, are targeted at high need populations and attempt to create interest in the fields of Science, Technology, Engineering and Math (STEM). This study shares the results of a National Science Foundation, Opportunities for Enhancing Diversity in the Geosciences (OEDG) Grant Program. This presentation will share two phases of Design-Based Research (Wang and Hannifin, 2005) that used Activity Systems Analysis (Engestrom, 1987) to attempt to bridge from the university arena, where the NSF/OEDG activity took place, to the grades 6-12 classrooms, where the teachers were expected to return and implement new web-based curricula. The sharing of research will be followed by a discussion of the implications for the design of grant programs in ways that provide for the successful transition of innovation from development to implementation.

Citation

Cowan, J., Yamagata_Lynch, L. & Daniel, M. (2012). Teachers’ Perceptions of the Challenges in Innovating with Technology-Rich Content in the Geosciences Classroom: An Activity Systems Analysis. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 306-310). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 26, 2021 from .

Keywords