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Examining Teacher-Initiated and Student-Initiated Applications of Communication Technology to Facilitate Scientific Literacy for Secondary School Students
PROCEEDINGS

, Queen's University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Abstract: This paper examines four case studies of innovative teachers who integrate communication technology in their secondary science classes. Communication technology can provide multiple benefits towards the goal of facilitating scientific literacy. This study began by deconstructing the concept of scientific literacy into four process-oriented pedagogic elements (Communication, Collaboration, Critical Thinking, and Connection) and then compared how the technology activities fostered achievement in each of these four areas. Combining the descriptions of both the learning activity and its subsequent learning outcomes can help can help teachers integrate such opportunities into their teaching repertoire with explicit goals in mind.

Citation

Vanbuskirk, S. (2012). Examining Teacher-Initiated and Student-Initiated Applications of Communication Technology to Facilitate Scientific Literacy for Secondary School Students. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1336-1343). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2021 from .

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