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Constructing Meaning and Engaging Learners Through Digital Tools and Practices Within the Middle Level Science Classroom

Constructing Meaning and Engaging Learners Through Digital Tools and Practices Within the Middle Level Science Classroom

Christine Anne Royce, Susan German
Copyright: © 2019 |Pages: 32
ISBN13: 9781522594383|ISBN10: 1522594388|EISBN13: 9781522594390
DOI: 10.4018/978-1-5225-9438-3.ch004
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MLA

Royce, Christine Anne, and Susan German. "Constructing Meaning and Engaging Learners Through Digital Tools and Practices Within the Middle Level Science Classroom." Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, IGI Global, 2019, pp. 68-99. https://doi.org/10.4018/978-1-5225-9438-3.ch004

APA

Royce, C. A. & German, S. (2019). Constructing Meaning and Engaging Learners Through Digital Tools and Practices Within the Middle Level Science Classroom. In P. Bull & J. Keengwe (Eds.), Handbook of Research on Innovative Digital Practices to Engage Learners (pp. 68-99). IGI Global. https://doi.org/10.4018/978-1-5225-9438-3.ch004

Chicago

Royce, Christine Anne, and Susan German. "Constructing Meaning and Engaging Learners Through Digital Tools and Practices Within the Middle Level Science Classroom." In Handbook of Research on Innovative Digital Practices to Engage Learners, edited by Prince Hycy Bull and Jared Keengwe, 68-99. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9438-3.ch004

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Abstract

With the continued growth of digital tools and practices, the manner in which instruction is planned and delivered within a middle-level classroom will need to evolve. Science educators have often been in the forefront of technology inclusion. With the current expectations of three-dimensional learning promoted within the Next Generation Science Standards, teachers have additional opportunities for students to utilize digital tools and practices during their instructional process. Through the utilization of carefully selected digital tools and practices, science teachers can engage learners and better assist them in constructing meaning through three-dimensional learning. The authors focus on the intersection of three areas: how middle school students make sense of content and develop understanding, the utilization of strategies for designing and creating a middle school classroom around digital practices, and the challenges and opportunities that this instructional shift encounters.

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