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Using Cloud-Computing Applications to Support Collaborative Scientific Inquiry: Examining Pre-Service Teachers' Perceived Barriers to Integration
ARTICLE

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CJLT Volume 39, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications, such as Google Drive, can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers' beliefs related to the envisioned use of collaborative, cloud-based technologies. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create classroom management challenges, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within preservice education technology courses are discussed.

Citation

Donna, J.D. & Miller, B.G. (2013). Using Cloud-Computing Applications to Support Collaborative Scientific Inquiry: Examining Pre-Service Teachers' Perceived Barriers to Integration. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(3),. Canadian Network for Innovation in Education. Retrieved March 22, 2019 from .

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