Journal of Science Teacher Education

, Volume 27, Issue 1, pp 61–77 | Cite as

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

  • Heather Leary
  • Samuel Severance
  • William R. Penuel
  • David Quigley
  • Tamara Sumner
  • Holly Devaul


This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes classroom technology. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process.


Digital curriculum Design-based implementation research Instructional technology Teacher learning 


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Copyright information

© The Association for Science Teacher Education, USA 2016

Authors and Affiliations

  • Heather Leary
    • 1
  • Samuel Severance
    • 2
  • William R. Penuel
    • 2
  • David Quigley
    • 2
  • Tamara Sumner
    • 2
  • Holly Devaul
    • 3
  1. 1.Brigham Young University - IdahoRexburgUSA
  2. 2.University of Colorado BoulderBoulderUSA
  3. 3.University Corporation for Atmospheric ResearchBoulderUSA

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