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ERIC Number: EJ1093305
Record Type: Journal
Publication Date: 2016-Feb
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1046-560X
Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies
Leary, Heather; Severance, Samuel; Penuel, William R.; Quigley, David; Sumner, Tamara; Devaul, Holly
Journal of Science Teacher Education, v27 n1 p61-77 Feb 2016
This 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A