Cultivating Data Fluency through Technology-Enhanced, Place-Based, Data-Rich Instruction: A Conceptual Professional Learning Framework
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| Title: | Cultivating Data Fluency through Technology-Enhanced, Place-Based, Data-Rich Instruction: A Conceptual Professional Learning Framework |
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| Language: | English |
| Authors: | Karen Lionberger, Lori Rubino-Hare, Rachel Nicholson, Nicole Wong |
| Source: | Journal of Technology and Teacher Education. 2025 33(4):631-660. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Data Use, Science Education, Elementary Secondary Education, Culturally Relevant Education, Technology Uses in Education, Faculty Development, Place Based Education, STEM Education, Student Diversity |
| DOI: | 10.70725/994418vdgjxe |
| ISSN: | 1059-7069 1943-5924 |
| Abstract: | While phenomena-based approaches in K-12 science education are increasingly focusing on data sensemaking, curricula often remain disconnected from students' cultural identities, lived experiences, and local contexts. Teachers lack practical, evidence-based guidance on how to localize instruction and integrate authentic data with digital tools in culturally responsive ways. This paper presents a conceptual framework for place-based, data-rich (PBDR) professional learning (PL) developed through four years of design-based research. The framework positions teachers as learners first, immersing them in authentic, locally grounded data inquiry before engaging in metacognitive reflection to translate their experiences into similar technology-enhanced, PBDR instruction for their students. An illustrative example from one PL pilot site and a teacher's subsequent classroom implementation demonstrates how the framework principles can translate to classroom practice. This work offers actionable guidance for professional learning providers, instructional designers, and curriculum writers seeking to support equitable, locally relevant data science integration in K-12 STEM. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493346 |
| Database: | ERIC |
| Abstract: | While phenomena-based approaches in K-12 science education are increasingly focusing on data sensemaking, curricula often remain disconnected from students' cultural identities, lived experiences, and local contexts. Teachers lack practical, evidence-based guidance on how to localize instruction and integrate authentic data with digital tools in culturally responsive ways. This paper presents a conceptual framework for place-based, data-rich (PBDR) professional learning (PL) developed through four years of design-based research. The framework positions teachers as learners first, immersing them in authentic, locally grounded data inquiry before engaging in metacognitive reflection to translate their experiences into similar technology-enhanced, PBDR instruction for their students. An illustrative example from one PL pilot site and a teacher's subsequent classroom implementation demonstrates how the framework principles can translate to classroom practice. This work offers actionable guidance for professional learning providers, instructional designers, and curriculum writers seeking to support equitable, locally relevant data science integration in K-12 STEM. |
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| ISSN: | 1059-7069 1943-5924 |
| DOI: | 10.70725/994418vdgjxe |
