Framing which implies a broader understanding of the purpose of the learning activity and the setting (comprising time, place, and participants), and positions learners as active participants in the generation of knowledge. For example, an expansive framing of time includes referring to times outside of the activity and connecting current learning to the past and to the future.
Published in Chapter:
Opportunity to Start Strong: Integration of Technology in Science Lessons in the Early Elementary Grades
Dalila Dragnic-Cindric (University of North Carolina at Chapel Hill, USA), Elizabeth Barrow (University of North Carolina at Chapel Hill, USA), and Janice L. Anderson (University of North Carolina at Chapel Hill, USA)
Copyright: © 2017
|Pages: 17
DOI: 10.4018/978-1-5225-2000-9.ch009
Abstract
This chapter investigates challenges faced by educators in the early elementary grades as well as opportunities to transform science education in these critical, early years of schooling. We studied kindergarten teacher's first attempt to integrate one-to-one technology in an inquiry-based science lesson, drawing on works of Randi Engle to analyze the framing of the students and the activity, as well as on the works of Peggy Ertmer and colleagues to investigate barriers encountered in the implementation process. We employed Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) framework to understand the dynamic triad of teacher's pedagogy, content, and technology knowledge, need for successful technology implementation endeavors. While implementations of technology enhanced inquiry-based science lessons in early elementary grades present educators with some unique dilemmas, they also carry a potential for sparking the scientific curiosity of the youngest elementary school learners' and illuminating the years to come.