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Collaborative Action Research on Technology Integration for Science Learning
ARTICLE

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Journal of Science Education and Technology Volume 21, Number 1, ISSN 1059-0145

Abstract

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Citation

Wang, C.h., Ke, Y.T., Wu, J.T. & Hsu, W.H. (2012). Collaborative Action Research on Technology Integration for Science Learning. Journal of Science Education and Technology, 21(1), 125-132. Retrieved October 19, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

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