How digital technologies and texts impact teachers’ pedagogy in high school biology classrooms

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dc.contributor.authorStrass, Wade
dc.contributor.supervisorNahachewsky, James
dc.date.accessioned2015-01-05T16:08:02Z
dc.date.available2015-01-05T16:08:02Z
dc.date.copyright2014en_US
dc.date.issued2015-01-05
dc.degree.departmentDepartment of Curriculum and Instructionen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis collective case study examines ways in which digital technologies and texts impact three selected teachers’ pedagogy in high school Biology classrooms on southern Vancouver Island. Data from an anonymous online survey was used to compare and contextualize the case study data. Methodological triangulation for the three participants’ case studies included lesson plans, on-site lesson observations with accompanying field notes, digital photos and audio recordings, and semi-structured interviews. The collected data was coded, analyzed for themes within cases, and then re-analyzed for themes across the three cases. The salient themes that emerged centered on: changes to pedagogical and learning practices resulting from the use of digital technologies and texts; how teachers live with contradictions within their changing educational environment; and the role traditional methods have within a digital classroom. While these considerations of integrating technology may be useful to many educators, this study has specific implications for the development of new science curricula in British Columbia, and teachers of Biology adapting their practice to engage contemporary Millennial Generation learners.en_US
dc.description.proquestcode0727en_US
dc.description.proquestcode0714en_US
dc.description.proquestcode0710en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5833
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectcollective case studyen_US
dc.subjectsurveyen_US
dc.subjectbiologyen_US
dc.subjectBritish Columbiaen_US
dc.subjectmillennial generationen_US
dc.titleHow digital technologies and texts impact teachers’ pedagogy in high school biology classroomsen_US
dc.typeThesisen_US

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