Supporting the Design and Implementation of a Digital Science Curriculum

• In Event: Scaffolding STEM Learning With Technology

Abstract

This paper examines the impacts of organizational technologies on teacher learning in the development and implementation of a deeply digital high school Biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes various technologies. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process.

Authors

• Heather Leary, Brigham Young University - Idaho

• Samuel Severance, University of Colorado - Boulder

• William R. Penuel, University of Colorado - Boulder

• David Quigley, University of Colorado - Boulder

• Tamara Sumner, University of Colorado

• Holly Devaul, University Corporation for Atmospheric Research