Beginning secondary science teachers' instructional use of educational technology during the induction year
Rebecca Lee McNall, University of Virginia, United States
University of Virginia . Awarded
This study explored how 10 beginning secondary science teachers who had completed the newly revised technology-integrated science teacher education program at the University of Virginia used educational technology in their science instruction during the induction year. Nine of the beginning teachers taught in Virginia or Maryland high schools, while one taught overseas in an international school. Participants taught biology, earth science, chemistry, physics, or general science.
A revised version of the Technology Usage and Needs of Science Teachers survey (Pedersen & Yerrick, 2000) was administered to all 10 participants in early fall 2002 and late spring 2003 to assess their confidence using educational technology tools in teaching science. Follow-up interviews were conducted with all participants subsequent to survey administration to explore their views toward educational technology as an instructional tool, their use of educational technology in science instruction, and factors influencing their use. In addition, four participants were purposefully selected to characterize participants' instructional use of educational technology and to increase the likelihood of observing its use. Selection criteria of this subgroup included factors summarized from the research literature: (a) high confidence using educational technology, (b) strong intent to use educational technology instructionally, (c) access to technology tools, and (d) collegial or technology support. Survey responses were analyzed using descriptive statistics, and interview and classroom observation data were analyzed using analytic induction methods developed by Erickson (1986).
Analysis of survey responses indicated that participants were confident using educational technology tools in science instruction and were most confident using word processing, spreadsheets, PowerPoint, and telecommunications applications. Classroom observations and interview responses indicated that participants used educational technology to provide visual representations of science concepts, support authentic science explorations and inquiry, and create real-world connections to science content. Limited access to educational technology resources, unfamiliarity with the curriculum, and limited time were factors limiting their use. While participants used educational technology less than they had originally intended, they continued to believe educational technology was a potentially powerful tool for teaching science and planned to continue to explore ways of incorporating it in their science instruction.
McNall, R.L. Beginning secondary science teachers' instructional use of educational technology during the induction year. Ph.D. thesis, University of Virginia.
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Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
Christine Schnittka, University of Kentucky, United States; Randy Bell, University of Virginia, United States
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 2 (June 2009) pp. 131–159
Preservice Physical Science Teachers' Use of Interactive Display Systems in the Single-Computer Classroom.
Pablo Zatz, Randy Bell & Ian Binns, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4826–4833
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