The Impact of Digital Tools on Middle School Science Literacy

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Yerrick, R. & Johnson, J. (2009). The Impact of Digital Tools on Middle School Science Literacy. Contemporary Issues in Technology and Teacher Education, 9(3), 280-315. AACE.
Retrieved from http://www.editlib.org/p/30429.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 9, Issue 3, September 2009
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Authors

Randy Yerrick, Joseph Johnson, SUNY, United States

Abstract

This mixed methods study examined the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teaching faculty members wrote and aligned curricula, explored relevant science education literature, tested lessons with summer school students, and prepared evaluation measures for their year-long implementation of laptops, probeware, and other scientific hardware and software. This quasi-experimental study revealed differences in student achievement, responses to pedagogy, and effectiveness of tools implemented by teachers over the course of the year. Implications are discussed for the effectiveness of laptops in science, as well as future studies identifying differences in instructional practices associated with technology tools.

Keywords

• Change
• Middle School Education
• Classrooms
• Schools
• Collaboration
• Creativity
• Students
• Teachers
• Sciences
• Curriculum
• Educational Technology
• Integration
• Learning Outcomes
• Professional Development
• Teaching Methods
• Computers
• Human Computer Interaction
• Multimedia

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