The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms

Autor/inn/en	Shirley, Melissa L.; Irving, Karen E.; Sanalan, Vehbi A.; Pape, Stephen J.; Owens, Douglas T.
Titel	The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 2, S.459-481 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9251-2
Schlagwörter	Educational Technology; Science Teachers; Classrooms; Mathematics Teachers; Teaching Methods; High Schools; Secondary School Students; Science Education; Mathematics Education; Models; Technology Integration + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Sekundarschüler; Naturwissenschaftliche Bildung; Mathematische Bildung; Analogiemodell
Abstract	Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: "congruence" with teacher's values and practice; "instrumentality"--compatibility with the existing school structures; and "cost/benefits"--whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10