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
CITE Journal Volume 9, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study was to explore preservice science teachers’ use of an interactive display system (IDS), consisting of a computer, digital projector, interactive white board, and Internet connection, to support science teaching and learning. Participants included 9 preservice biology teachers enrolled in a master of teaching program during their full-time student teaching experience. Each participant had access to an IDS for the duration of the investigation. The research questions guiding the investigation included (a) whether teachers would use the IDS for instructional purposes, (b) what form this instruction would take, and (c) whether the instruction would reflect the recommendations of current science education reform documents. Analytic induction was used to analyze the wide variety of collected data, including classroom observation notes, entrance and exit interviews, lesson plans, and reflective essays. Results indicated that student teachers used the IDS in substantial ways to facilitate teaching reforms-based science. Furthermore, the results support the use of explicit approaches to preparing preservice teachers to use educational technology for inquiry instruction, modeling of effective uses of digital images and video clips, and specific instruction on whole-class inquiry methods.
Schnittka, C. & Bell, R. (2009). Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 131-159. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education
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Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160
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