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While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is increasing, generally it has been found that teachers use technology more for administrative purposes or to support traditional instruction. This use of technology, especially to support traditional instruction, sits in opposition to most recent standards documents in science education that call for student involvement in evidence-based sense-making activities. Many see technology as a potentially powerful resource that is reshaping society and has the potential to do the same in science classrooms. To consider the promise of technology in science classrooms, this research investigated the impact of a professional development project focused on enhancing teacher and student learning by using information and communication technologies (ICTs) for engaging students in reformed-based instruction. More specifically, these findings revealed positive teacher outcomes with respect to reformed-based and technology-supported instruction and increased ICT and new literacies skills. When considering students, the findings revealed positive outcomes with respect to ICT and new literacies skills and student achievement in science. [ABSTRACT FROM AUTHOR]

The purpose of the study is to investigate the popular assumption that the 'digital natives' generation surpasses the previous 'digital immigrants' generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital immigrants, are less technology savvy than the digital natives, resulting in a disconnect between students' technology experiences inside and outside of the formal school setting. To examine the intersection of these generations and their technology experiences, this study used a mixed-methods approach to survey and compare middle school science teachers' ( n = 24) and their students' ( n = 1,060) inside-outside school technology experiences, and conducted focus group interviews to investigate any barriers that prevented them from using technology in school. The findings imply that the concept of digital natives may be misleading and that the disconnect between students' inside-outside school technology experiences may be the result of the lack of sufficient teacher training concerning technology integration strategies. [ABSTRACT FROM AUTHOR]

This article was unintentionally published twice in this journal, by the same authors. [ABSTRACT FROM AUTHOR]

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices. [ABSTRACT FROM AUTHOR]

The article offers information on the use of Second Life (SL) in teaching and learning, a three dimensional (3D) multi-user virtual environment (MUVE). Advantages of using SL are summarized including enriched learning experience, strengthening a sense of social presence, and promoting constructivism. It discusses the application of Analysis, Design, Development, Implementation, and Evaluation (ADDIE), a generic and simplified instructional systems design model to the learning standards of Association for Educational Communications and Technology (AECT) in SL learning. Moreover, challenges on using SL are stated including the need to upgrade computer to run smoothly SL and number of participants should not exceed the instructor's ability to give individual attention.

Collaborating closely with a tenth-grade science teacher, we designed a Web-Based Learning Environment (Web-LE) to improve the students’ motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s tenth-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved students’ motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research. [ABSTRACT FROM AUTHOR]

Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s 10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions far future research. [ABSTRACT FROM AUTHOR]

This article describes practical issues related to the design and the development of a Web-Based Learning Environment (Web-LE) for high school students. The purpose of the Fossilization Web-LE was to help students understand the process of fossilization, which is a complex phenomenon and is affected by many factors. The instructional design team faced the challenge of designing an environment that could enable its users to construct knowledge actively by manipulating the various variables of organisms, ecological systems, and physical burials. An effective user interface is essential to the enabling of students who try to explore knowledge presented in the learning environment and who, in monitoring their own learning progress, hope to avoid overwhelmingly complicated content. The analyses of both the interaction of learning activities and the design of system functions are discussed. In addition, a usability test was conducted so that the effectiveness of the interface design could be examined. The findings reveal that target users are satisfied with the usability of the Fossilization Web-LE and consider use of the user interface to be easy. At the end, several practical applications in the design of instructional software’s user interface are suggested. [ABSTRACT FROM AUTHOR]