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The framework and themes offer opportunities for mathematics teacher educators to support teachers in making technology integration choices that positively impact pedagogy. The exploratory case study described in this paper examined the experiences of an elementary science teacher as he integrated iPads into his teaching. Data collected from coaching conversations, observations, student notebooks, and a stimulated recall interview uncovered the ways the teacher planned for digital science notebooks and how he could use them to support student science learning.
He considered the value of digital notebooks to be superior to traditional notebooks and shared recommendations for other teachers who may also be considering using digital science notebooks for the first time. Integrating unfamiliar technology in the classroom often requires ample technological resources and professional development.
However, these resources are often not available.
This case study of qualitative data combined with pretest or posttest student data illustrates how one pair of coteachers autonomously planned for and implemented a digital tool for persuasive writing into their fourth- and fifth-grade classrooms without external supports. Findings revealed the decisions teachers made to integrate the tool into their social studies curriculum and what influenced those decisions, implementation, and student outcomes.
Within the context of this case study, the authors provide suggestions for teachers to improve student learning when integrating technology in the classroom. Future research is also discussed.
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