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Excellence in Elementary School Science (EESS): Teachers’ Perceptions & Technology Integration from a Professional Development
PROCEEDING

, , University of Central Arkansas, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This proceeding paper will report about a study that investigated how a group of elementary school teachers responded to a professional development training on Science and Technology as demonstrated in their perceived preparedness and comfort with teaching science, and their subsequent implementation with K-4 students. The results from the study may help K-4 teachers in schools and teacher education programs better understand how to prepare teachers to learn about Science and integrating technology into their practice with K-4 students accordingly.

Citation

Hu, H. & Garimella, U. (2017). Excellence in Elementary School Science (EESS): Teachers’ Perceptions & Technology Integration from a Professional Development. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2105-2112). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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