Science

The educational technology and digital learning wiki
Jump to navigation Jump to search

Supporting learning in science using ICTs

Serena Matheson, Memorial University of Newfoundland

Problem

Role of ICTs

Obstacles

Works cited

Avraamidou, L. (2008). Prospects for the use of mobile technologies in science education. AACE Journal, 16(3), 347-365.

ChanLin, L. (2008). Technology integration applied to project-based learning in science. Innovations in Education and Teaching International, 45(1), 55-65. doi:10.1080/14703290701757450

Crook, S., Sharma, M., Wilson, R., & Muller, D. (2013). Seeing eye-to-eye on ICT: Science student and teacher perceptions of laptop use across 14 Australian schools. Australasian Journal of Educational Technology, 29(1), 82-95.

Elliot, D., Wilson, D., & Boyle, S. (2014). Science learning via multimedia portal resources: The Scottish case. British Journal of Educational Technology, 45(4), 571-580. doi:10.1111/bjet.12085

Ellis, R., Weyers, M., & Hughes, J. (2013). Campus-based student experiences of learning technologies in a first-year science course. British Journal of Educational Technology, 44(5), 745-757. doi:10.1111/j.1467-8535.2012.01354.x

Gallardo-Virgen, J., & DeVillar, R. A. (2011). Sharing, talking, and learning in the elementary school science classroom: Benefits of innovative design and collaborative learning in computer-integrated settings. Computers in the Schools, 28(4), 278-290. doi:10.1080/07380569.2011.621803

Harmer, A. J., & Cates, W. (2007). Designing for learner engagement in middle school science: Technology, inquiry, and the hierarchies of engagement. Computers in the Schools, 24(1/2), 105-124. doi:10.1300/J025v24n01_08

Ketelhut, D., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68. doi:10.1111/j.1467-8535.2009.01036.x

Liu, M., Rosenblum, J., Horton, L., & Kang, J. (2014). Designing science learning with game-based approaches. Computers in the Schools, 31(1/2), 84-102. doi:10.1080/07380569.2014.879776

Mujawamariya, D. & Hamdan, A. (2013). Appropriately diverse? The Ontario science and technology curriculum tested against the Banks model. Canadian Journal of Education 36(4), 416-448

Nadirova, A. & Burger, J. (2008). Evaluation of elementary students’ attitudes toward science as a result of the introduction of an enriched curriculum. The Alberta Journal of Educational Research, 54(1), 30-49.

Piecka, D., Studnicki, E., & Zuckerman-Parker, M. (2008). A proposal for ozone science podcasting in a middle science classroom. AACE Journal, 16(2), 203-233.

Scanlon, E. (2012). Open educational resources in support of science learning: tools for inquiry and observation. Distance Education, 33(2), 221-236. doi:10.1080/01587919.2012.692053

Turel, Y., & Gurol, M. (2011). A comprehensive evaluation of learning objects-enriched instructional environments in science classes. Contemporary Educational Technology, 2(4), 264-281.

Waycott, J., Dalgarno, B., Kennedy, G., & Bishop, A. (2012). Making science real: Photo-sharing in biology and chemistry. Research in Learning Technology, 20(2), 1-14. doi:10.3402/rlt.v20i0.16151