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New Literacy: Integrating Technology and Literacy Skills into Science Learning
PROCEEDINGS

, , New York Institute of Technology, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of the study is to develop a framework to guide science teachers’ new literacy practices, and examine the impact of this approach on students’ science learning and new literacy skills. We worked with 25 middle school science teachers through a two-year professional development (PD), and followed their implementation to investigate the PD impact on their classroom practices and students’ learning outcomes. We adopted mixed-methods to examine change in teachers’ new literacy practices, students’ science learning outcomes, and students’ confidence in new literacy skills. We compared students’ English Language Arts (ELA) state test results between control and experimental groups. The results showed increases in teachers’ frequency and types of new literacy practices, positive impact on students’ science learning and confidence in new literacy skills, but no significant difference in the ELA test results. Factors affecting teachers’ new literacy practice are also reported.

Citation

Hsu, H.Y. & Wang, S.K. (2015). New Literacy: Integrating Technology and Literacy Skills into Science Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1776-1786). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2019 from .

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