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Data logging in senior high science: Are we disadvantaging females?
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ICTs in the science classroom: A current snapshot
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Reality-based ICT use in the high school math classroom
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Technology-facilitated pedagogies in secondary science classrooms
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Engaging adult learners through hands-on technology integration: Learning styles and learning achievement
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The sub-cultural identity of secondary science teachers: Implications for ICT integration and teacher professional development
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Supportiing Science Inquiry and ICT Integration through a Secondary Science Teacher Community of Practice
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Integrating Wikis and Blogs: Pedagogy and Practicality
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Information communications technology in secondary science and math: Factors in successful integration
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Data logging in senior high physics: A carousel of student inquiry opportunities
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Is it about technology or pedagogy? A comparative look at ICTs in science and math
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Data logging in senior high physics
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Data logging integration in junior and senior high schools
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An intervention to meet students' needs in one intermediate school in the Eastern School District
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Information communication technologies in the science classroom
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Supporting senior high science data logging integration: The identification and support from outsider communities
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Information communication technology integration: An international perspective
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A senior high science professional learning community: First steps
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What counts as information communication technology integration? A new theoretical framework for levels of technology integration
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A professional learning community of senior high science teachers: Data logging and learner-centeredness
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In what ways do teacher attitude, professional development and leadership affect ICT integration?
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[Review of the book] Policy Unplugged
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Rev. of Policy Unplugged: Dis/connections Between Technology Policy and Practices in Canadian Schools, by J. Jenson, C. Brushwood, B. Rose, and B. Lewis
Professional development for information communication technology integration
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Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, &am...
Creating and maintaining your E-portfolio
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A Professional Learning Community in Senior High Science
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Abstract: Technology integration occurs most effectively when students take ownership of their education (Dexter, Anderson, & Becker, 2000); this results in a learner-centered rather than teacher-centered learning environment (McCombs, 2002). One particular technology resource that has shown...