Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms. ARTICLE
Richard Hechter, Laurie Anne Vermette, University of Manitoba, Canada
JCMST Volume 33, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n= 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often each of these technologies was utilized in pedagogical practices. Results indicate that technology is integrated to promote student engagement, teach 21st century skills, as best teaching practice, to stay current, and for hands-on interactive learning. Through quantitative descriptive statistics, results identified that interactive whiteboards and digital communication programs are frequently integrated; while podcasting, digital hand-held data collection sources, online discussion boards, and simulation software are almost never integrated in Manitoban science classrooms. In addition, data indicates that teachers over-report how often classroom technology is actually placed in student hands. Implications of this study inform school division technology purchases, preservice teacher education, and professional development opportunities.
Hechter, R. & Vermette, L.A. (2014). Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms. Journal of Computers in Mathematics and Science Teaching, 33(1), 27-47. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from https://www.learntechlib.org/primary/p/41422/.
© 2014 Association for the Advancement of Computing in Education (AACE)
Isha DeCoito, Western University, Canada; Tasha Richardson, OISE/University of Toronto, Canada
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 362–378
Sustainable Technology Use in Professional Learning Communities: Three Perspectives of Enculturation
Tony Rickards & Hanna Teras, Curtin University, Australia
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1664–1670
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.