Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Online Resources in Science Education

• In Event: Instructional Technology SIG Paper Session: Students’ Technology Experiences

Abstract

This paper presents results from a scale-up, impact study of teachers who used an online tool, the Curriculum Customization Service (CCS), over the course of one year. The CCS enables teachers to utilize educational resources from multiple providers, customize content into classroom activities, and share resources with other teachers. The impact study involved 73 Earth science teachers and their students (N=~2,000) in five school districts. Results of impact as measured by multiple regression and hierarchical linear models revealed a complex picture. As a result, we re-examined the data using the use-diffusion framework. We found that comparing differences in teachers’ CCS usage patterns better accounted for teachers’ attitudes and practices, as well as their students’ learning.

Authors

• Lei Ye, Utah State University

• Andrew Walker, Utah State University

• Heather Leary, University of Colorado - Boulder

• Mimi M. Recker, Utah State University

• Min Yuan, Utah State University