Overview

Digital age learners come to the science classroom equipped with a wide range of skills and a wealth of information at their fingertips. Although science and technology have enjoyed a symbiotic relationship, the ubiquity of information technologies requires teachers to modify instruction and experiences for K-12 science learners. Environmental and societal changes have impacted how and when students acquire and synthesize knowledge. These changes compel us to modify and adjust to improve the practice of teaching science to meet the unique needs of students who are growing up in a society dominated by connected digital devices, constant communication, and the ubiquity of information. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age disseminates theory-informed practices for science teachers that increase their instructional effectiveness in teaching digital age learners. It communicates how to increase science educators' understandings of the needs of digital age learners, develops theoretical and practical teaching strategies that align with science content, and integrates technologies for learning with fidelity. Covering topics such as design-based inclusive science, project-based learning, and science instruction, this premier reference source is an excellent resource for administrators and science educators within K-12 education, pre-service teachers, teacher educators, librarians, researchers, and academicians.

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9781668455890

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Jason Trumble is currently a Ph.D. Candidate in Curriculum and Teaching at Baylor University with a cognate in instructional technology. He holds a Master’s of Arts in Teaching from Chapman University, and A Bachelor’s of Science in organizational Leadership from BIOLA University. He began a teaching career as an elementary school teacher in a desert community in southern California. He moved to Texas and continued to teach at the elementary level before accepting an assistantship in the School of Education at Baylor University. He currently teaches multiple courses in the department of curriculum and instruction, including instructional technology courses to pre-service teachers as well as other courses in the area of Curriculum and Instruction. His research interests are varied and include media literacy, technology and learning, and social foundations of education.(36aca281-34a0-4f31-9b18-997180ed0b1a) Sumreen Asim is a coffee enthusiast. Currently teaches STEM courses to both undergraduate and graduate students at Indiana University Southeast. Over the last two decades she has focused her work to share, love and grow with fellow educators. She enjoys helping others implement inquiry-based instructional approaches. Her research interests are in collaborative efforts STEM education, culturally-responsive teaching, and educational technology.(04bf493e-b753-4589-9763-2b0c1915699c) Dr. Joshua Ellis is an Associate Professor of Science/STEM Education in the Lutrill & Pearl Payne School of Education at Louisiana State University. He currently serves as Co-Director of the GeauxTeach STEM Program and Co-Editor of the journal Contemporary Issues in Technology and Teacher Education - Science. He has previously served as President of the Southeastern Association for Science Teacher Education and Co-Chair of the Science Education Special Interest Group within the Society for Information Technology and Teacher Education. Dr. Ellis engages in research that facilitates the development of pre-service and in-service teachers' professional practice in online, blended, and face-to-face learning environments. He explores the role of technology-mediated learning experiences for both K-12 and adult learners in STEM education contexts and uses research to inform the design of new, innovative pedagogical strategies. David Slykhuis is a seventeen year veteran in higher education with much of his career focused on educational technology. He is currently an Assistant Dean and Professor at the University of Northern Colorado. He is the Chair of the National Technology Leadership Summit, co-Chair of the American Association of Colleges of Teacher Education (AACTE) standing committee on Innovation and Technology, and a member of the Steering Committee of the EdTech Genome Project sponsored by the EdTech Evidence Exchange. David is a past President of the Society for Information Technology and Teacher Education (SITE). He is one of the four researchers who developed the Teacher Educator Technology Competencies.(f1a02416-2701-4fb2-b201-f1b3df643d4a)

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