TITLE:

USING LEARNING TECHNOLOGIES TO ENHANCE DIVERSE STUDENTS’ LEARNING AND PARTICIPATION IN SCIENCE (No. 138)

DATE:

Friday, February 16th, 2007

TIME:

3:30 PM

LOCATION:

GMCS 214

SPEAKER:

Alberto Rodriguez, Center for Equity and Biliteracy Education Research, San Diego State University

ABSTRACT:

In response to the continuing calls to better prepare teachers to teach science for understanding to culturally diverse students, we developed a three-year intervention project to assist teachers in transforming their science practices using learning technologies. Intervention is defined here as a teacher-centered approach to professional development by which the researchers and teachers collaboratively explore areas in need of improvement and take steps to systematically evaluate and address the identified areas.
Analysis of multiple (quantitative and qualitative) data sets revealed that various intervention strategies had a significant impact on teachers’ practices and on students’ learning. Each of these strategies was implemented through a series of action components embedded in inquiry-based and student-centered science activities that included the use of learning technologies (e.g. probeware, wireless laptops, educational software, model building, and many others).

HOST:

Paul Paolini

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