Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies |
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| Authors: | Heather Leary Samuel Severance William R Penuel David Quigley Tamara Sumner Holly Devaul |
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| Institution: | 1.Brigham Young University - Idaho,Rexburg,USA;2.University of Colorado Boulder,Boulder,USA;3.University Corporation for Atmospheric Research,Boulder,USA |
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| Abstract: | 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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