Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

TitleDesigning a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies
Publication TypeJournal Article
Year of Publication2016
AuthorsLeary, H, Severance, S, Penuel, WR, Quigley, D, Sumner, T, Devaul, H
JournalJournal of Science Teacher Education
Volume27
Pagination61–77
ISSN1573-1847
AbstractThis paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes classroom technology. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process.
URLhttp://dx.doi.org/10.1007/s10972-016-9452-9
DOI10.1007/s10972-016-9452-9