Technology

The SAGE Encyclopedia of Educational Technology examines information on leveraging the power of technology to support teaching and learning. While using innovative technology to educate individuals is certainly not a new topic, how it is approached, adapted, and used toward the services of achieving real gains in student performance is extremely pertinent. This two-volume encyclopedia explores such issues, focusing on core topics and issues that will retain relevance in the face of perpetually evolving devices, services, and specific techniques.

This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test scorequality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college, graduate, and adult levels.

Reasoning about ecosystems includes consideration of causality over temporal and spatial distances; yet learners typically focus on immediate time frames and local contexts. Teaching students to reason beyond these boundaries has met with some success based upon tests that cue students to the types of reasoning required. Virtual worlds offer an opportunity to assess what students actually do in a simulated context. Beyond this, mobile devices make it possible to scaffold and assess learning in the real world.

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts.

Wang, S.-K. Hsu, H.-Y. & Jean Posada. (2014). Use of Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding. Science Scope, 37(6), 37-42.

While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities.

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones.