Jeremy Forest Price, PhD

University of California, Berkeley/Lawrence Hall of Science

Fairmont State University
April 23, 2013
Setting the Stage
Study 1: Students, Science, and
Public Service
Study 2: A Typical Day with Tablets
Study 3: Teacher Learning with
Multimedia
Lessons Learned and
Take Aways
Setting the Stage >> Students and PSAs >> Day with Tablets >> Teacher Learning >> Lessons Learned
http://ic.kr/p/9hhBeZ
The Internet changes everything.

It absolutely disintermediates everything.

Everywhere, the Internet goes to the intermediary
and says,


Do you really serve a purpose?


(Hundt, 1999)


http://ic.kr/p/ua2vX
Our new, digital technology is dictating not only
our kids future, but also the new paradigm for
educating them. Our educators need to begin
understanding this, and moving with its tide.
(Prensky, 2007)
http://ic.kr/p/52jsWh
http://ic.kr/p/7keq6e
Does technology disintermediate?









How do we prepare educators to move with
technologys tide?
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
http://ic.kr/p/7eKGct
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Setting the Stage >> Students and PSAs >> Day with Tablets >> Teacher Learning >> Lessons Learned
http://ic.kr/p/7eKGct
How do high school students draw on
and utilize their developmental assets
when planning, producing, and
communicating science ideas to a broad
and general audience?
Scientific/
Technical
Certainty or
Uncertainty
Economic
Development
Public
Accountability/
Governance
Morality
Social Progress
http://ic.kr/p/ceeoYY
(Nisbet & Scheufele, 2009)
Connection
Caring
Contribution
Competence
Condence
Character
Communication
Collaboration
Community-
Building
Content
Creation
Creativity
Choice of
Conduct
Assets Behaviors
T
e
c
h
n
o
l
o
g
i
c
a
l

T
o
o
l
s

L
e
a
r
n
i
n
g

c
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t
u
r
e
,

r
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t
u
a
l
s
,

r
o
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t
i
n
e
s
,

v
a
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e
s

Context
(Bers, 2012)
Data Sources Approaches Data Collection
Formal and Informal
Interviews with Students and
Teacher
Ethnographic Interviews/
Ethnosemantic Model
Field Notes, Memos, Audio
Recordings
Activities Participant Observation Field Notes, Memos, Audio
Recordings
Qualitative Content Analysis
(QCA)
Student Artifacts
Detailed and holistic account of
meanings in artifacts
Patterns within and across
artifacts
Open Coding
Writing Initial Memos
Theme Selection
Focused Coding
Writing Integrative Memos
Contextualized
Holistic and Time-Dependent
Consistent with natural history
approach to taught cognitive
learning (Erickson, 1982)
Domain Analysis
Taxonomic Analysis
Componential Analysis
Theme Analysis
Ethnosemantic
Interview
Analysis
(Spradley,
1979)
Vignette
Analysis
(Van Maanen,
2011)
Qualitative
Content
Analysis
(Mayring,
2000)
Data Coding
Process
(Emerson et
al., 1995)
Building off of the two-pronged approach highlighted by Howe and Eisenhart (1990)
Positive Technological Youth Development (Bers, 2012)
Meanings (Dreyfus & Kelly, 2011; Frankl, 1966; Taylor, 1990)
Theoretical
Framework
research quality and rigor
COMMUNITY AND SCHOOL
Inner Suburb (pop. 57,000) of a
large New England city
Host to technology and
biotechnology companies along
the highway, high blue collar and
immigrant population in-town
School of approximately 1400
students
PEOPLE
Ms. Stoneham, Teacher
16 year veteran
First career as histologist
Completing her masters
degree
The Students
Ms. Stonehams C-block 10
th

grade biology class
Class represents the diversity
of the community
About half the class speaks a
language other than English
at home
African-American
Hispanic
Asian
Native American
White
Summary Frames
Astoryboardforatelevisedaddressbythe
PresidentoftheUnitedStates,tobeplayedby
Beryl.ThegroupsawthePresidentasusingher
postasabullypulpittoraiseawarenessandto
encouragepeopletotreatpeoplewithDown
syndromewithrespect.
SocialProgressandMorality:IMPROVING
qualityoflifeorsolutiontoproblems.
PublicAccountability/Governance:informing
peopleaboutresearch.
Summary Frames
Astoryboardforanadvertisementtoraise
awarenessaboutDownsyndrome.The
storyboardaskedtheaudiencetoconsiderwhat
theythinkofwhenyouseesomeonewithDown
syndrome,andthenguidesthemtothinkof
peoplewithDownsyndromeaspeoplewith
feelingsandfamilymembers.
SocialProgress,Morality,PublicAccountability/
Governance:makequalityoflifebetterinthe
community.
0
5
10
15
20
Frames
Scientific/Technical Uncertainty
Economic Development
Public Accountability/Governance
Morality
Social Progress
Connection
Caring
Contribution
Competence
Condence
Character
Communication
Collaboration
Community-
Building
Content
Creation
Creativity
Choice of
Conduct
Assets Behaviors
T
e
c
h
n
o
l
o
g
i
c
a
l

T
o
o
l
s

L
e
a
r
n
i
n
g

c
u
l
t
u
r
e
,

r
i
t
u
a
l
s
,

r
o
u
t
i
n
e
s
,

v
a
l
u
e
s

Present ideas
with a particular
person in mind
Work together
and advocate for
others
Contribute to
society and build
respect
Make an
argument over
multiple stages
Communicate
ideas in
unexpected
ways
Promote social
purposes and
self-evaluation
PSAs
Used
technological
tools to
I thought science was
just done in a lab, but
this exercise made me
come to realize that
they also use
marketing tools and
advertisement to
educate the public.
http://ic.kr/p/bpxTa5
http://ic.kr/p/8apLad
http://ic.kr/p/aCpvwa
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Setting the Stage >> Students and PSAs >> Day with Tablets >> Teacher Learning >> Lessons Learned
http://ic.kr/p/aCpvwa
How does the introduction of a tablet-
based curriculum impact the daily
experiences of middle school students
and their teacher?
(Engestrm, 1987, 1999)
Mediuting
Artifucts
Sub|ect Ob|ect
Rules Community
Division of
Iubor
Outcomes
COMMUNITY AND SCHOOL
Suburb in Northern California
Middle school of approximately
900 students
Rapid growth school with
increasing diversity
PEOPLE
Ms. Reinhild, Teacher
12 year veteran
First career as an
environmental chemist
The Students
All (152) of Ms. Reinhilds 7
th

grade life science students
Classes represent the diversity
of the school
A number of students receive
pull-out ELL supports and
several students with IEP-
mandated aides
http://ic.kr/p/5Cdvmc
Hispanic/Latino
Asian
Filipino
AfricanAmerican
White
http://ic.kr/p/7J2DzQ
Prompt: Think about the kinds of work and
activities you have been doing in science class since
you received the tablets. Imagine someone taking a
picture of your science class in action with the
tablets. Draw a picture of what the camera would
capture.
Holistic Coding
(Haney,
Russell, Bebell,
2004)
Recursive &
Comparative
Coding
(Charmaz,
1994)
Memo Writing
and Theory
Building
(Emerson, et
al., 1995)
Activity Theory (Engestrm, 1987, 1999)
Mediuting
Artifucts
Sub|ect Ob|ect
Rules Community
Division of
Iubor
Outcomes
0
20
40
60
80
100
120
Condition
Teacher Present
No Teacher Present
0
20
40
60
80
100
120
Condition
Projector Present and No Teacher Present
Projector and Teacher Present
No Projector Present
0
20
40
60
80
100
120
Condition
No Outlets or Charging Present
Outlets or Charging Present
So oen times when
Im teaching concepts
and ideas I do it in a
kind of a story-wise
way and with the
curriculum it doesnt
really allow for that
Its almost like the
question whos in
charge here?
Ms. Reinhild
http://ic.kr/p/5bbD86
Introduction of Tablets and
New Curriculum
Numbered Structure of the
Lessons, Authority of the Teacher,
and Strong Mediation by Tablets
Students, Teacher, Classroom
Coordinators, Researchers
School, City, Curriculum
Developers, Technologists, and
Educators
Split between Teacher as Conveyer
and Students as Receivers and
Students on their Own
Life Science and
Tablet-Based Curriculum Activities
Mediuting
Artifucts
Sub|ect Ob|ect
Rules Community
Division of
Iubor
Outcomes
I like just having the kids discover how the world
works, finding something out about how their own
selves work. And I just, I love scientific concepts
myself and so its a pleasure to teach it because I
enjoy it and I find it fascinating so I think it comes
across when I teach it.

- Ms. Reinhild
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Setting the Stage >> Students and PSAs >> Day with Tablets >> Teacher Learning >> Lessons Learned
http://ic.kr/p/4jmUh
The confluence of diminishing school budgets
(Borko, 2004) and research demonstrating the
limited effectiveness of one-time professional
development sessions (Collopy, 2003) require
creative thinking about on-going teacher learning.
http://ic.kr/p/5R4hBA
Educative Curriculum
Materials (Ball & Cohen,
1996; Davis & Krajcik, 2005)
Background
Information
Justications and
Rationales
Potential Strategies
Teacher Learning
Pedagogical Content
Knowledge (Shulman,
1986)
Pedagogical Learner
Knowledge (Grimmett
& Mackinnon, 1992)
What are the ways that we can provide
effective multimedia-based educative
curriculum materials that meet the
needs of different teachers and provide
opportunities for them to expand their
teaching practices and knowledge base?
Literature research and phone interviews with 26
middle school science teachers

Seeds of Science/Roots of Reading curriculum
pilot test
Interviews coded in a recursive and comparative
manner (Charmaz, 1994; LeCompte & Schensul,
1999), using the tensions highlighted by Davis and
Krajcik (2005) as the initial coding system
http://ic.kr/p/7icRw2
Learning as
Integrated
Component of
Identity as a Teacher
Learning as Dissociated
Component of
Identity as a Teacher
We were all learning together and that was an edifying and
humbling experience all at the same time. And at times it
worked fabulously and at times it did not. And that was okay,
because that was part of the journey, and if you can go back and
say, well, this is what I learned from what didnt work, for all of
us it worked out better. (Ms. Torres)
I didnt use the educational notes a
whole lot, probably because Ive
been teaching for a while and was
really comfortable with the kids.
(Ms. Morgan)
Dimension PossibleInstantiations
TypeofAccess Embedded Recommended On-Demand
Degreeof
Interactivity
Receptive Click-and-Continue Express-and-
Justify
Lengthof
Interaction
Push Intermediate Sustained
Frequencyof
Presentation
Regular Sporadic Adaptive
MS. TORRES: STRONG LEARNER
SuggestionsandOn-
Demand
DeepInteractionsand
Reections,Higher
TimeCommitment
Interaction,Time,
andAgency
SporadicandOn-
Demand
LessInteractionand
TimeCommitment
ChangedPractices
andGradualRelease
MS. MORGAN: TEACHER, NOT LEARNER
EmbeddedSupports
intheMainText
LittleInteractivityor
TimeCommitment
In-LineandEasy
Access
SuggestedandOn-
DemandSupports
MoreInteraction
andTime
Commitment
ChangedPractices
andIncreasedAgency
SporadicandOn-
DemandSupports
LessInteractivity
andTime
Commitment
ChangedPractices
andGradualRelease
http://ic.kr/p/4Qqo5W
Setting the Stage >> Students and PSAs >> Day with Tablets >> Teacher Learning >> Lessons Learned
Students,Science,andPublicService
PositiveTechnologicalDevelopment
StudentsPlanningandUsingTechnologytoCreate
Ethically-OrientedMessagesinaContentArea(Science)
ATypicalDaywithTablets
ActivityTheory
StrongMediation,ReinforcementofRigidNorms,
CreationofNewCategoriesofStudents
TeacherLearningwithMultimedia
TechnologicalDevelopmentandTeacherLearning
DesigningDynamicLearningEnvironmentsforTeachers
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
http://ic.kr/p/7keq6e
Does technology disintermediate?
No, but technology provides
opportunities to question purpose.

Howdoweprepareeducatorstomove
withtechnologystide?
Byfocusingonconstructing
understandingandreectivepractice.
Tech-
nology
Student
Ieucher
Curriculum
Speciulist
Sub|ect
Mutter
Sociul
Milieus
We need to help teachers understand how to use
technology to facilitate meaningful learning,
defined as that which enables students to construct
deep and connected knowledge, which can be
applied to real situations

(Ertmer & Ottenbreit-Leftwich, 2010, p. 257)

http://ic.kr/p/9tsfuc
Stopping and
Reflecting
(MacDonald & Shirley, 2010)
Pedagogical Learner
Knowledge
(Grimmett & Mackinnon, 1992)
Pedagogical Content
Knowledge/
Technological PCK
(Mishra & Koehler, 2006;
Shulman, 1986)
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Working with wicked problems is a process of

utilizing expert knowledge to design solutions that
honor the complexities of the situations and the
contexts presented by learners and classrooms. For
this reason, there is no definitive solution to a
technology integration problem. Each issue raised
by technology integration presents an ever-
evolving set of interlocking issues and constraints.

(Mishra & Koehler, 2008, pp. 2-3)

http://ic.kr/p/a5E3tn
http://ic.kr/p/uhUX8
Education
Pre-ServiceDispositionsand
Practices
In-ServiceSupportand
Relationships
Advocacy
ConditionsandStructures
MaterialsandPublicSupport
Research
PartnershipandInclusion
MentoringandLearning

http://www.ickr.com/photos/runran/3357279334/
Its really easy to get in
the habit of seeing a new
shiny piece of technology and
just assume that we can
dump it into an educational
setting and !voila! miracles
will happen.
http://www.ickr.com/photos/kansasphoto/2917436006/
Yet, we also know that the
field of dreams is merely that,
a dream.
Dumpinglaptopsintoaclassroom
doesnogoodifateacherdoesnt
knowhowtoleveragethetechnology
foreducationalpurposes.
http://www.ickr.com/photos/mr_beaver/4343206061/
Jeremy Price, PhD
Postdoctoral Scholar

University of California, Berkeley

The Learning Design Group,
Lawrence Hall of Science

jeremy.price@berkeley.edu