Search results for author:"Erin Peters Burton"
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Educational Media International Vol. 48, No. 1 (2011) pp. 17–26
The "cyberinfrastucture" is a broad informational network that entails connections to real-time data sensors as well as tools that permit visualization and other forms of analysis, and that facilitates access to vast scientific databases. This...
Science Scope Vol. 36, No. 3 (November 2012) pp. 54–60
As smartphones become more ubiquitous among adolescents, there is increasing potential for these as a tool to engage students in science instruction through innovative learning environments such as augmented reality (AR). Aligned with the National...
Theory Into Practice Vol. 53, No. 1 (2014) pp. 64–71
Historically, the mission of science, technology, engineering, and mathematics (STEM) schools emphasized providing gifted and talented students with advanced STEM coursework. However, a newer type of STEM school is emerging in the United States:...
Journal of Technology and Teacher Education Vol. 19, No. 3 (October 2011) pp. 303–329
Cell phones are ever-present in daily life, yet vastly underused in the formal science classroom. The purpose of this study was to implement a novel learning tool on cell phones, Augmented Reality Games, and determine how the interaction influenced...
An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities
Margaret E. King-Sears; Todd M. Johnson; Sheri Berkeley; Margaret P. Weiss; Erin E. Peters-Burton; Anya S. Evmenova; Anna Menditto; Jennifer C. Hursh
Learning Disability Quarterly Vol. 38, No. 2 (May 2015) pp. 84–96
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. ...
Teresa Franklin; Len Annetta; Lin Lin; Tao Zhang; Pg Schrader; Leanna Achambalt; Conrad Oh-Young; Lilly Lu; Erin Peters Burton; Wendy Frazier; Richard Lamb; Rebecca Cheng; Margaret Chmiel; Marie Iding; Joan Nordbotten; Lisa Carrington; Lisa Kervin; Brian Ferry; Mariya Yukhymenko
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2534–2535
Today’s pre-service teachers have grown up with ubiquitous access to computers and the Internet, which has changed how they learn and how they will teach (Prensky, 20011). Virtual worlds, games and simulations are not new to pre-service teachers and ...