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Scott Slough, Texas A&M University, USA

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High School Science Teachers’ Perceptions of Barriers and Supporting Conditions to Telecommunications Implementation
International Conference on Mathematics / Science Education and Technology (MSET) 1999:1 , 1999

Scott W. Slough, Georgia Southern University, USA

The purpose of this study (Slough, 1998) was to examine and describe the high school science environment within an emerging telecommunications-rich setting in an effort to provide a better framework for implementation of telecommunications...

A Description of Telecommunications Use in the High School Science Classroom
International Conference on Mathematics / Science Education and Technology (MSET) 1999:1 , 1999

Scott Slough, Georgia Southern University, USA

Little is known about how to implement telecommunications technology, especially in the high school science classroom. The purpose of this study was to examine and describe the high school science environment within an emerging telecommunications...

Some Concerns About the Concerns-Based Adoption Model (CBAM) and Technology
Society for Information Technology & Teacher Education International Conference (SITE) 1999:1 , 1999

Scott W. Slough, Georgia Southern University, USA

The Concerns-Based Adoption Model (CBAM) originally proposed by Hall & Hord (1987) and modified by Bailey and Palsha (1992) provided a conceptual framework for the study discussed (Slough, 1998). According to the model, as innovations—in this case...

Implementing Technology in Secondary Mathematics and Science Classrooms: Do We Have Common Goals? Barriers? Models for Change?
International Conference on Mathematics / Science Education and Technology (MSET) 1999:1 , 1999

Julie Sliva, Scott Slough, Cynthia Louden & Gregory Chamblee, Georgia Southern University, USA

The infusion of technology in today's mathematics and science classrooms is a top priority of many school districts. This paper discusses similarities and differences between the technology goals, barriers and change models currently being used to...

Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers'
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

Gregory Chamblee, Georgia Southern University, USA; Scott Slough, University of Houston-Downtown, USA

Abstract: Graphing calculators have been suggested as one tool that can be used to facilitate increased integration between mathematics and science. This paper investigates the graphing calculator as an innovation with a group of high school...

Mathematics Classrooms: Is the Implementation Process the Same for Both Disciplines?
Journal of Computers in Mathematics and Science Teaching (JCMST) 21:1 , 2002

Gregory E. Chamblee, Georgia Southern University, USA; Scott W. Slough, University of Houston-Downtown, USA

The mathematics and science education communities are presently—and perhaps constantly—in a state of reform. The mathematics and science standards documents now include the use of technology as a common instructional goal. This article synthesizes...

Development of an E-Learning Framework for Web-based Project-Based Learning in Science
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004:1 , 2004

Scott Slough, Jon Aoki, Brad Hoge & Larry Spears, University of Houston-Downtown, USA

HUNSTEM (Houston Urban Network for Science, Technology, Engineering, and Mathematics) is a technology-based project that is rooted in a solid theoretical framework. Visualization tools, constructivism, informal science education, and project-based...

Web-based Visualization Tools as Mindtools for Science Educators
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Irene Chen, Univeristy of Houston Downtown, USA; Scott Slough & Roberto Garza, University of Houston Downtown, USA

Visualization tools go beyond crayons and paper or paint and draw programs by scaffolding and clarifying difficult-to-understand text and abstract concepts. David H. Jonassen called them the meaning-making tools. Good mathematics and science...

Using the Concerns-Based Adoption Model to Assess Changes in Technology Implementation
Society for Information Technology & Teacher Education International Conference (SITE) 2004:1 , 2004

Gregory Chamblee, Georgia Southern University, USA; Scott Slough, University of Houston - Downtown, USA

This paper analyzes research findings from the past ten years on the use of the Concerns-Based Adoption Model to measure technology implementation change. Ninety-seven papers were found that used CBAM as a theoretical framework to assess technology...

Grades 4 and 5 Teachers' Perceptions of Technology Implementation in Mathematics Instruction
International Conference on Mathematics / Science Education and Technology (MSET) 2000:1 , 2000

Scott W. Slough & Gregory E. Chamblee, Georgia Southern University, USA

The purpose of this paper is to examine and describe the change process as technology is implemented in grades 4 and 5 mathematics classrooms. For this study technology is defined as manipulatives, calculators and computers. The Concerns Based...

Implementing Technology in Secondary Science and Mathematics Classrooms: A Perspective on Change
Society for Information Technology & Teacher Education International Conference (SITE) 2000:1 , 2000

Scott W. Slough & Gregory E. Chamblee, Georgia Southern University, USA

The purpose of this paper is to examine and describe the change process as technology is implemented in secondary science and mathematics classrooms. This paper synthesizes the results from two studies, a qualitative study on implementation...

Integrating Mathematics, Science, and Technology Education Goals: An Interdisciplinary Approach
Society for Information Technology & Teacher Education International Conference (SITE) 2001:1 , 2001

Scott Slough, Univ. of Houston - Downtown, USA; Gregory Chamblee & Jon Aull, Georgia Southern Univ., USA

Reform documents in mathematics, science, and technology increasingly call for meaningful integration of technology in K-12 classrooms. Simultaneously, schools are being held more and more accountable for increased content at lower grades by both...

Science and Mathematics Teachers Perceptions' of Graphing Calculators and
Society for Information Technology & Teacher Education International Conference (SITE) 2002:1 , 2002

Scott Slough, University of Houston-Downtown, USA

Abstract: Graphing calculators have been suggested as one tool that can be used to facilitate increased integration between mathematics and science. This paper investigates the graphing calculator as an innovation with a group of high school...

Measuring Mathematics and Science Teachers' Perceptions of Technology and Change: A Yearlong Study
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

Gregory Chamblee, Georgia Southern University, USA; Scott Slough, University of Houston-Downtown, USA; Gaye Wunsch, Houston ISD, USA

Abstract: The purpose of this study was to determine mathematics and science teachers' initial and final perceptions of change as a result of their participation in a yearlong professional development program that emphasized integration of the math...

Reflections on a Two-Week Technology Immersion Workshop as Part of a Yearlong Professional Development Program
Society for Information Technology & Teacher Education International Conference (SITE) 2003:1 , 2003

Scott Slough, University of Houston-Downtown, USA; Gregory Chamblee, Georgia Southern University, USA; Gaye Wunsch, Houston ISD, USA

Abstract: The purpose of this study was to provide a voice for mathematics and science teacher's reflections. The teachers were all participants of a two-week technology immersion workshop that was part of a larger yearlong professional development...

A Synthesis of the Concerns-Based Adoption Model (CBAM) and Technology
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Scott Slough, University of Houston-Downtown, USA; Gregory Chamblee, Georgia Southern University, USA

Abstract: The Concerns Based Adoption Model (CBAM) has been used to assess technology integration effectiveness in various settings. The purpose of this paper is to document these findings and discuss the feasibility of using the CBAM model, based...

Technology’s Promise for Mathematics and Science Learning
Society for Information Technology & Teacher Education International Conference (SITE) 2005:1 , 2005

Michael Connell, University of Houston, USA; Scott Slough, University of Houston-Downtown, USA

Abstract Mathematics and Science Education Standards at the national level call for a shift in emphasis from "focusing on student acquisition of information to focusing on student understanding and use of scientific knowledge, ideas, and inquiry...

Defining Technogogy and its Natural Corollary, Technogogical Content Knowledge (TCK)
Society for Information Technology & Teacher Education International Conference (SITE) 2006:1 , Mar 19, 2006

Scott Slough, Texas A&M University, USA; Michael Connell, University of Houston, USA

This paper defines an emerging term, Technogogy, and expands to its natural corollary, Technogogical Content Knowledge (TCK), in an attempt to clarify the discourse surrounding teaching and learning with technology in varied content areas. Pedagogy, ...

Ship-to-shore Educational Communications and Interactivity via the World Wide Web: The School of Rock Expedition Case Study
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2006:1 , June 2006

Matthew Niemitz, Joint Oceanographic Institutions, USA; Scott Slough, Texas A&M University, USA; Leslie Peart, Joint Oceanographic Institutions, USA; Ann Klaus, Integrated Ocean Drilling Program, USA; Kristen St. John, James Madison University, USA; Mark Leckie, University of Massachusetts, Amherst, USA

The School of Rock Expedition utilized the unique opportunity of an at-sea professional development workshop during the school year to engage onshore audiences via an interactive expedition website. The website sought to connect students, teachers...

Interactive virtual expeditions as a learning tool: the School of Rock Expedition case study
Journal of Educational Multimedia and Hypermedia (JEMH) 17:4 , October 2008

Matthew Niemitz, Harvard Graduate School of Education, USA; Scott Slough, Texas A&M University, USA; Leslie Peart, Joint Oceanographic Institutions, USA; Ann Klaus, Integrated Ocean Drilling Program, USA; R. Mark Leckie, University of Massachusetts - Amherst, USA; Kristen St. John, James Madison University, USA

**Invited as a paper from ED-MEDIA 2006** The use of interactive virtual expeditions in classroom learning environments is an effective means to engage learners in understanding science as an inquiry process, infusing current research and relevant...

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