Elementary Education Candidates’ Integration of Technology in Science Units
Drew Polly, Ian Binns, University of North Carolina at Charlotte, United States
CITE Journal Volume 18, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study used the framework of technological pedagogical and content knowledge (TPACK) to examine how elementary education preservice teachers integrated technology in science units that they designed after completing courses on science education and technology integration. The findings indicate that technologies included at the end of lessons were associated with higher order thinking, while those included at the beginning or middle of lessons were focused more on lower order thinking and presenting content. Further, frequently used technology-rich activities such as viewing videos and PowerPoint presentations were associated with lower order thinking, while activities such as completing an interactive whiteboard activity or having students make presentations or videos included more opportunities to develop higher order thinking. Implications from this research suggest that science educators and teacher educators should focus more on technologies that support higher -order thinking and support course work with special attention to technology in the context of designing engaging science instruction.
Polly, D. & Binns, I. (2018). Elementary Education Candidates’ Integration of Technology in Science Units. Contemporary Issues in Technology and Teacher Education, 18(4), 631-647. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2018 Society for Information Technology & Teacher Education