The prevalence of computers in the classroom is compelling teachers to develop new instructional skills. This paper provides a theoretical perspective on an innovative pedagogical approach to science teaching that takes advantage of technology to create a connected classroom. In the connected classroom, students collaborate and share ideas in multiple ways producing a record of work that is persistent and accessible via networked-based computing (i.e., “the cloud”). The instruction method, called Computer Supported Collaborative Science (CSCS), uses web-based resources to engage all learners in the collection, analysis, and collaborative interpretation of classroom data that turns hands-on classroom activities into authentic scientific experiences. This paper describes CSCS and how it corresponds to key parts of the Next Generation Science Standards.

Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on student progress or to differentiate instruction. This paper presents a process used in an National Science Foundation (NSF) funded project to help middle-grade science teachers use elaborate and diverse data from virtual environment game modules designed for assessment of science inquiry. The NSF-funded project dashboard is presented, along with results showing promise for a model of training teachers to use data from the dashboard and data-driven decision making principles, to identify science misunderstandings, and to use the data to design lesson options to address those misunderstandings.