Teaching with Technology: Applications of Collaborative Online Learning Units to Improve 21st Century Skills for All
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| Title: | Teaching with Technology: Applications of Collaborative Online Learning Units to Improve 21st Century Skills for All |
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| Language: | English |
| Authors: | Terrazas-Arellanes, Fatima E., Strycker, Lisa A., Walden, Emily D., Gallard, Alejandro |
| Source: | Journal of Computers in Mathematics and Science Teaching. Oct 2017 36(4):375-386. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools |
| Descriptors: | Electronic Learning, Online Courses, Educational Technology, Active Learning, Inquiry, Scientific Literacy, Middle School Students, Science Instruction, Randomized Controlled Trials, General Education, Faculty Development, Middle School Teachers, Grade 6, Grade 8, Learning Disabilities, STEM Education, Comparative Analysis, English Language Learners, English (Second Language), Second Language Instruction, Cooperative Learning, Teacher Education, Statistical Analysis |
| Geographic Terms: | Oregon, Georgia |
| ISSN: | 0731-9258 |
| Abstract: | Inquiry-based learning methods, coupled with advanced technology, hold promise for closing the science literacy gap for English learners (ELs) and students with learning difficulties (SWLDs). Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) created collaborative online learning units for middle school science to meet the needs of ELs, SWLDs, and general education students. In a randomized controlled trial with 1,451 students, 28 teachers implemented one of two online units in their classrooms after completing a Web-based professional development course. Results showed that treatment condition students, including ELs and SWLDs, significantly improved science knowledge compared to controls; ELs' gains indicated a knowledge gap reduction compared to general education students. Findings suggest that quality science curriculum and effective technology practices can help all students learn science and prepare for future global scientific challenges. |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2017 |
| Access URL: | https://www.learntechlib.org/p/178279 |
| Accession Number: | EJ1164500 |
| Database: | ERIC |
| Abstract: | Inquiry-based learning methods, coupled with advanced technology, hold promise for closing the science literacy gap for English learners (ELs) and students with learning difficulties (SWLDs). Project ESCOLAR (Etext Supports for Collaborative Online Learning and Academic Reading) created collaborative online learning units for middle school science to meet the needs of ELs, SWLDs, and general education students. In a randomized controlled trial with 1,451 students, 28 teachers implemented one of two online units in their classrooms after completing a Web-based professional development course. Results showed that treatment condition students, including ELs and SWLDs, significantly improved science knowledge compared to controls; ELs' gains indicated a knowledge gap reduction compared to general education students. Findings suggest that quality science curriculum and effective technology practices can help all students learn science and prepare for future global scientific challenges. |
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| ISSN: | 0731-9258 |
