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I Know I Am Supposed To, But I Just Can’t: Insights into Technology Integration in Science Classrooms
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, , University of Manitoba, Canada

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is a preliminary report on the findings of a research study conducted with Manitoban science teachers regarding the nature of technology integration into their science classrooms. This project, a piece of a greater project, incorporated two open-ended fill in the blank questions on an online survey as the mode of data collection. Grounded Theory techniques were used to identify themes emerging from the responses. Findings indicate that while the availability of technology to be integrated is high, and intentions and awareness to do so is prevalent, the actual use of technology to enrich science teaching and learning is low. With the integration of technology into today’s science classrooms emerging as an integral trend in enriching science teaching and learning, knowing how this manifests in actual classrooms becomes highly relevant from preservice and inservice educators, to tertiary educators, and administrators alike.

Citation

Hechter, R. & Vermette, L.A. (2011). I Know I Am Supposed To, But I Just Can’t: Insights into Technology Integration in Science Classrooms. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4112-4114). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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