Integrating Digital Tools to Enhance Access to Learning Opportunities in Project-based Science Instruction
Bibliographic Data
| ID | 12817241 |
|---|---|
| Authors | Miranda S Fitzgerald (0000-0001-8604-399X, University of North Carolina at Charlotte), Kaitlyn B Evans (University of North Carolina at Charlotte) |
| Year | 2024 |
| Volume | 68 |
| Issue | 5 |
| Pages | 882-891 |
| Publication date | 2024-06-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-024-00975-w |
| OpenAlex | W4399800129 |
| Language | EN |
| Citations received | 1 |
| References cited | 13 |
Digital technologies and the instructional contexts in which they are embedded can increase students’ access to meaningful learning opportunities. Although there is a tradition of designing and integrating digital tools in secondary-grades project-based science instruction to enhance learners’ access to disciplinary learning, the elementary grades have received less attention. This has left classroom teachers with limited guidance for leveraging affordances of digital tools in project-based learning (PBL) with younger learners. In this article, we describe the design and integration of digital tools in Multiple Literacies in Project-based Learning, a recent elementary-grade project-based science curriculum that integrates literacy and mathematics. We use the principles of Universal Design for Learning to characterize the affordances of these digital tools, with attention to how the interplay of the tools and the PBL environment in which they were embedded enhanced access to learning opportunities for all students
Educational technology · Instructional design · Knowledge management · Mathematics education · Multimedia · Science education · Technology integration · Biomedical and Engineering Education · Computer Science · Innovative Teaching Methods · Problem and Project Based Learning · Psychology
Learner-centered design
Using Apps to Support Disciplinary Literacy and Science Learning
Overlapping Opportunities for Social-Emotional and Literacy Learning in Elementary-Grade Project-Based Instruction
Using Innovative Learning Technologies to Promote Learning and Engagement in an Urban Science Classroom
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
Motivating Project-Based Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |