ERIC Number: ED424096
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Debating Life on Mars: The Knowledge Integration Environment (KIE) in Varied School Settings.
Technology-enabled learning environments are beginning to come of age. Tools and frameworks are now available that have been shown to improve learning and are being deployed more widely in varied school settings. Teachers are now faced with the formidable challenge of integrating these promising new environments with the everyday context in which they teach. This paper describes the implementation of a curriculum framework and Internet-based software toolset called the Knowledge Integration Environment (KIE) in two urban schools serving diverse student populations. The framework of Scaffolded Knowledge Integration (SKI) is used to assess the interplay between the context of teaching and the adoption of new tools for learning. In this study, students engaged in KIE projects on the subjects of Life on Mars and Deformed Frogs, two current scientific controversies. Results indicate that striking improvements in cognitive engagement and learning were achieved by the group of students who had been labeled "failures" in more traditional classroom environments, and that more advanced students were able to integrate their knowledge in new ways. This paper also offers suggestions for evaluating the contextual issues that shape the implementation of new learning environments, and presents SKI as a framework to support teacher professional development as they adopt new tools and techniques into the real world of the classroom. (Contains 44 references.) (Author/PVD)
Descriptors: Computer Assisted Instruction, Curriculum Development, Educational Environment, Educational Innovation, Educational Technology, Elementary Secondary Education, Internet, Professional Development, Relevance (Education), Science Education, Science Process Skills, Student Experience, Urban Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A