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Teacher’s Perceptions of the Challenges in Innovating with Technology-Rich Content in the Geosciences Classroom: An Activity Systems Analysis
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, Northern Illinois University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper shares the results of an NSF Opportunities for Enhancing Diversity in the Geosciences (OEDG) grant project aimed at encouraging Hispanic students’ interests in careers in science, technology, engineering and math (STEM). This program provided 6-12th grade earth science teachers with geology content, technology skills and English language learner strategies through university seminars and field studies. The research methodology was design based research and used activity systems analysis (Engestrom, 1987) to capture what happened as OEDG participants attempted to implement OEDG curriculum. Results revealed that challenges emerge when teachers attempt to implement OEDG curriculum and that tensions exist between what is learned outside of the school and its implementation in the classroom. This paper discusses the research findings and how challenges might be overcome through the design of staff development that might lead to sustainable change in the geosciences classroom.

Citation

Cowan, J. (2013). Teacher’s Perceptions of the Challenges in Innovating with Technology-Rich Content in the Geosciences Classroom: An Activity Systems Analysis. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1270-1274). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 22, 2019 from .

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