This study explored the introduction of multi-modal teaching strategies alongside technology implementation in high poverty schools. Teachers were provided with scientific tools, simulations, and teaching stations and provided with training and opportunities to practice teaching strategies developed in conjunction with special education and literacy experts. Teacher interviews, classroom observations, and student focus groups comprised the bulk of the sited data supplementing the student achievement scores and pre and post content tests administered for each unit. Findings suggested not all teachers incorporated multi-modal strategies into lessons incorporating technology and that lower achieving students interpreted lessons quite differently than their teachers in these contexts. Implications for ways technology implementations may explicate emerging literacies are discussed.
Key words: Science education, technology, multicultural, urban, teacher education, reform
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