An Exploration of Two 'Modern Classrooms': Elementary Science and Technology in the Shadows of Time, Standards, and Testing

Autor/inn/en	Allison, Elizabeth; Goldston, M. Jenice
Titel	An Exploration of Two 'Modern Classrooms': Elementary Science and Technology in the Shadows of Time, Standards, and Testing
Quelle	In: Electronic Journal of Science Education, 20 (2016) 7, S.26-49 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3430
Schlagwörter	Elementary School Science; Science Instruction; Technology Education; Elementary School Teachers; Student Attitudes; Multiple Literacies; Scientific Attitudes; Grade 4; Grade 5; Technology Uses in Education; Student Empowerment; Elementary School Students; Time Management; Testing; Standards; Accountability + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Studienberechtigung; Zeitmanagement; Testdurchführung; Testen; Standard; Verantwortung
Abstract	This study explored two elementary teachers and their students' perceptions of multiliteracies in science. The technological components of multiliteracies, including online communication tools, were of particular interest for this paper. The multiple case study included: two teachers and their students. One teacher taught a fourth grade classroom and the other a fifth grade classroom located in the same elementary school. Data collection included field observations, semi-structured teacher interviews, student focus groups, and semi-structured student interviews. Through extensive data analysis, we have constructed cases that represent the multiliteracies framework of a Modern Classroom defined by characteristics that include: 1) increasing and evolving access and use of technology, and 2) a lingering shroud of accountability to factors such as testing performance, state standards, and time limitations. Specifically, students voiced perceptions of technology as an effective tool for learning science and communicating in and out of the classroom. Teachers, though aware of the value of technology in science education, expressed concerns with logistical and pedagogical issues of implementation (e.g., grading online assignments and access to the internet). Teachers also noted time limitations and the breadth of standards as barriers to teaching science through inquiry. Whereas some students imagined the modern science classrooms as engaging with meaningful "projects," other students demonstrated an enculturation to the common process of "schooling" involving reading then testing. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ejse@southwestern.edu; Web site: http://ejse.southwestern.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01