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ERIC Number: EJ1164426
Record Type: Journal
Publication Date: 2017-Oct
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0731-9258
A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework
Wang, Shiang-Kwei; Hsu, Hui-Yin
Journal of Computers in Mathematics and Science Teaching, v36 n4 p387-396 Oct 2017
Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students' learning. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the project. The results revealed teachers' positive changes in their classroom practices and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A