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Journal of Science Teacher Education

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01-02-2016 | Editorial

Technology as Inquiry Teaching Partner

Authors: Libby Gerard, Camillia Matuk, Marcia C. Linn

Published in: Journal of Science Teacher Education | Issue 1/2016

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This special issue explores how technology can strengthen teaching and professional development in K-12 science education. Consistent with the Next Generation Science Standards (NGSS) the contributors focus on supporting teachers to engage students in scientific practices and prepare students to become autonomous learners who can tackle new problems they encounter in their lives. Their papers illustrate how teachers and technology can be partners in inquiry, and how technology can help teachers guide students to design ways to investigate scientific dilemmas. …

next article What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

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Gerard, L., & Linn, M. C. (2016). Using automated scores of student essays to support teacher guidance in classroom inquiry. Journal of Science Teacher Education. doi:10.1007/s10972-016-9455-6.

Gerard, L. F., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47, 1037–1063.CrossRef

Leary, H., Severance, S., Penuel, W., Quigley, D., Sumner, T., & Devaul, H. (2016). Designing a deeply digital science curriculum: Supporting teacher learning and implementation with organizing technologies. Journal of Science Teacher Education. doi:10.1007/s10972-016-9452-9.

Lee, H., Linn, M. C., Varma, K., & Liu, L. (2010). How do technology-enhanced inquiry projects with visualizations impact classroom learning? Journal of Research in Science Teaching, 47, 71–90.CrossRef

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Matuk, C., Gerard, L., Lim-Breitbart, J., & Linn, M. C. (2016). Gathering requirements for teacher tools: Strategies for empowering teachers through co-design. Journal of Science Teacher Education. doi:10.1007/s10972-016-9459-2.

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Varma, K., Husic, F., & Linn, M. (2008). Targeted support for using technology—Enhanced science inquiry modules. Journal of Science Education and Technology, 17, 341–356.CrossRef

Wilkerson, M. H., Andrews, C., Shaban, Y., Laina, V., & Gravel, B. (2016). What’s the technology for? Teacher attention and pedagogical goals in a modeling-focused professional development workshop. Journal of Science Teacher Education. doi:10.1007/s10972-016-9453-8.

Title: Technology as Inquiry Teaching Partner
Authors: Libby Gerard
Camillia Matuk
Marcia C. Linn
Publication date: 01-02-2016
Publisher: Springer Netherlands
Published in: Journal of Science Teacher Education / Issue 1/2016
Print ISSN: 1046-560X
Electronic ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-016-9457-4

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Other articles of this Issue 1/2016

Using Peer Feedback to Improve Students’ Scientific Inquiry

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design