Using innovative learning technologies to promote learning and engagement in an Urban science classroom

Barbara Hug, Joseph S. Krajcik, Ronald W. Marx

Research output: Contribution to journalReview article

28 Scopus citations

Abstract

Recent reform movements within the United States have called for science for all and educational reforms to support this goal. In light of these reform movements and concerns regarding learning within urban schools, science educators and policy makers have pushed for the incorporation of learning technologies within schools as a way of creating equity and promoting learning among diverse learners. The Center for Learning Technologies in Urban Schools has been working to create and adopt standards and project-based science curricula in a large systemic reform effort. A core challenge of this partnership has been to embed learning technologies within these units to support active and engaged learning. This article examines how two interactive learning technologies embedded within an extended project-based science curriculum unit are capable of engaging urban students in actively learning key science concepts.

Original languageEnglish (US)
Pages (from-to)446-472
Number of pages27
JournalUrban Education
Volume40
Issue number4
DOIs
StatePublished - Jul 1 2005

Keywords

  • Inquiry
  • Project-based instruction
  • Science education
  • Standards-based instruction
  • Technology integration

ASJC Scopus subject areas

  • Education
  • Urban Studies

Fingerprint Dive into the research topics of 'Using innovative learning technologies to promote learning and engagement in an Urban science classroom'. Together they form a unique fingerprint.

  • Cite this