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

, , University of Central Arkansas, United States

JCMST Volume 36, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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. Journal of Computers in Mathematics and Science Teaching, 36(2), 159-172. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .