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    Integrating digital technologies into the contemporary science classroom

    Access Status
    Fulltext not available
    Authors
    Murcia, Karen
    Date
    2012
    Type
    Book Chapter
    
    Metadata
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    Citation
    Murcia, K. 2012. Integrating digital technologies into the contemporary science classroom. In Issues and Challenges in Science Education Research: Moving Forward, 225-243.
    Source Title
    Issues and Challenges in Science Education Research: Moving Forward
    DOI
    10.1007/978-94-007-3980-2_15
    ISBN
    9789400739802
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/54468
    Collection
    • Curtin Research Publications
    Abstract

    © Springer Science+Business Media B.V. 2012. Digital educational technologies and ICT have been widely reported as central to innovations in science education. The Australian Government’s School Science Education action plan has recommended as a priority that pedagogy should enable students to learn science by ‘seeking understanding from multiple sources of information, ranging from hands-on investigation to internet searching‘ (Goodrum and Rennie, Australian school science education: National Action Plan 2008—2012: Vol. 1. The National Action Plan. Department of Education, Training and Youth Affairs, Canberra, p 14, 2007). Interactive whiteboard (IWB) technology has been embraced in Australia and internationally as an educational tool that enables the convergence of a diverse range of ICT sources and multimodal representations into daily classroom practice. The technology enables students and teachers to interact with all the functions of a desktop computer through the IWB’s large touch-sensitive surface, fixed at the front of the classroom (Murcia, Teach Sci 54(4):17—21, 2008; Betcher and Lee, The interactive whiteboard revolution. ACER Press, Camberwell, 2009). However, to enhance the effectiveness of classroom science, educators must move beyond understanding the technology itself, important as this is, to understanding the impact of the technology on teachers’ pedagogy and students learning (Higgins et al., Learning, Media and Technology, 32(3), 213—225, 2007). A series of case studies conducted in Australian science classrooms, which explored the impact of IWB technology on learning and teaching, are discussed in this chapter. Classroom-based examples of effective interactive digital pedagogy are reported here with the aim of supporting educators moving to or working in contemporary IWB learning environments.

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