Physical Science Connected Classrooms: Case Studies

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Irving, K., Sanalan, V. & Shirley, M. (2009). Physical Science Connected Classrooms: Case Studies. Journal of Computers in Mathematics and Science Teaching, 28(3), 247-275. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27079.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 28, Issue 3, July 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Karen Irving, Vehbi Sanalan, Melissa Shirley, The Ohio State University, United States

Abstract

Case-study descriptions of secondary and middle school classrooms in diverse contexts provide examples of how teachers implement connected classroom technology to facilitate formative assessment in science instruction. Connected classroom technology refers to a networked system of handheld devices designed for classroom use. Teachers were surprised at the knowledge they gathered about student learning in connected classrooms. They recognized that their students were better informed about their own learning and believed that use of the technology increased student engagement in on-task behavior. Connected classroom technology reduced barriers for formative assessment and informed teachers and students about classroom learning achievements and challenges.

Keywords

• Assessment
• Classrooms
• Communication
• Culture
• Sciences
• Integration

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