Must Technology Take Place in Mathematics and Science Pedagogy? - What Do Chinese Educators Think?
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Society for Information Technology & Teacher Education International Conference, Mar 29, 2010 in San Diego, CA, USA ISBN 978-1-880094-78-5
Abstract: With the increasing attention to the importance of instructional technology at all educational levels in the United States, one expects Asian countries, such as China to have a superior classroom instructional structure in technology to support the high achievement in mathematics and science education. In this paper I describe the on-site observations of mathematics and science classrooms in China; first hand data obtained from Chinese educators and students through interviews;and discussions with college faculty members and school teachers on effective pedagogy in conducting mathematics and science curriculum. The findings of this project coincided with outcomes concluded in the other studies and raise the question on the role that technology plays in the achievement of mathematics and science learning.
Shao, K. (2010). Must Technology Take Place in Mathematics and Science Pedagogy? - What Do Chinese Educators Think?. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3508-3512). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 13, 2016 from http://www.editlib.org/p/33918.
© 2010 AACE