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ERIC Number: EJ829043
Record Type: Journal
Publication Date: 2006
Pages: 48
Abstractor: ERIC
Reference Count: 160
ISBN: N/A
ISSN: ISSN-0305-7267
Integrating Technology into Teaching and Learning of School Science: A Situated Perspective on Pedagogical Issues in Research
Hennessy, Sara
Studies in Science Education, v42 n1 p1-48 2006
This article summarises the main uses and affordances (the perceived qualities of systems that can support or hinder interactions: Greeno & MMAP, 1998) of interactive technologies commonly used in school science. Its main emphasis, however, is on eliciting and documenting the emerging strategies that teachers are developing for exploiting the new tools in response to their increasing permeation in schools, and to the new demands subsequently arising. It considers how established patterns of classroom activity and discourse are shifting--or in theory could be reshaped--so as to support more effective learning. In so doing the review highlights some of the pedagogical issues that have--and have not yet adequately--been addressed in the research conducted into technology use over the last two decades and concludes by proposing some future directions for investigation. (Contains 12 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A