Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers (original) (raw)
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Computers & Education, 55(3), 1259-1269 , 2010
This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
Proceedings of the Informing Science & IT Education Conference (InSITE 2010), 597-607, Cassino, Italy , 2010
In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this teacher preparation program. Next, we look specifically at program components and correlate them with the knowledge bases for science education in secondary schools, particularly Pedagogical Content Knowledge. This is followed by a review of recent research findings that report the impact of the teacher preparation program on teachers' views, perceptions and abilities to integrate ICT in science classroom. Finally, we draw on the apparent successes and challenges of the teacher preparation program to make suggestions regarding further applications of the construct of TPACK in science teacher preparation.
InSITE Conference, 2010
In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this teacher preparation program. Next, we look specifically at program components and correlate them with the knowledge bases for science education in secondary schools, particularly Pedagogical Content Knowledge. This is followed by a review of recent research findings that report the impact of the teacher preparation program on teachers' views, perceptions and abilities to integrate ICT in science classroom. Finally, we draw on the apparent successes and challenges of the teacher preparation program to make suggestions regarding further applications of the construct of TPACK in science teacher preparation.
Technology Integration in an Elementary Science Classroom: Its Impact on Teaching and Learning
2003
The purpose of this study was to explore the following questions: (a) what practice, if any, develops in the elementary science classroom to nurture development of technology as an imaginative extension of the learning environment; (b) how does an elementary teacher's practice change as technology is integrated into the science curriculum, how do the students' practices change, and how do these changes impact each other; and (c) what are "powerful uses" of technology that may emerge in the elementary science classroom, what structures should be in place to support their development? To answer these questions, sustained time was spent in a 4th/5th grade classroom as a participant researcher as the class investigated the topics of the solar system and space exploration. Data gathered included preand post-surveys of the teacher and students, audiotaped interviews with the students and teacher, focused observation, and selective videotaping of events in the classroom. It is concluded that classroom instruction and learning were enriched through the integration of computers in support of the science curriculum. (Author/KHR) Reproductions supplied by EDRS are the best that can be made from the original document.
Technology Integration in Teaching Science
Technology is now one of the most influential and important instruments in meeting the demands and coping up with the changes in the field of education. Understanding the implication of Technological Pedagogical Content Knowledge (TPACK) framework in integrating technology in teaching science was help the teachers to facilitate effective science teaching-learning process for the students to acquire all the necessary knowledge and skills from their curriculum. This study used a descriptive method of research which aimed to assess the importance of TPACK Framework as a basis for integrating technology in teaching science of the second year and third year pre-service science teachers of St. Bridget College, Batangas City, Philippines. This became the focus of the survey questionnaire made by the researchers. With regards to the effects of TPACK Framework in Teaching Science relevant to the content, respondents agreed that the TPACK framework makes the content easily understandable. In terms of pedagogy, they agreed that it allows experiential learning experiences, and in terms of technology, respondents agreed that TPACK Framework strengthens the teacher's ability to teach the subjects. Regarding the extent of technology support to 21st century Science Teaching, respondents agreed that in terms of delivery, it arouses students' interest and motivation to learn. In terms of Instructional Materials, they agreed that technology support gives accessible and current information which broadens learning; and in terms of content knowledge, they also agreed that it helps students analyze and understand graphical representation of data easily and clearly. Furthermore, in terms of the use of instructional materials, respondents agreed that the speaker helps in the production of sound in studying science particularly, physics. Based on the findings, a Technological Enhancement Activity using Web quest is proposed as the output of the study which can be used to enhance the science teaching-learning process and enrich science teaching through the use of TPACK Framework. In addition, the responses of the research participants were treated with the use of frequency, weighted mean and ranking. Generally, the researchers recommend the creation of software application to improve science teaching and technological skills of the teachers and the students. In addition to this, future researchers should use a bigger number of respondents to gain more accurate result.
Pedagogical Practices for Integrating Technology in K-12 Classrooms
2013
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.
Pedagogical approaches for technology-integrated science teaching
2007
The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons.
2008
Learning can be enhanced through the use of technology; however, learning does not take place simply because technology is used. Neither can technology fully replace the intelligent human guidance of a skilled science teacher. Technology improves science instruction in a laboratory situation when the learning activity is aligned with the learning objectives of the course, is wellstructured, and when the equipment and materials to be used are well-managed. In order for this to happen the science teacher must have a clear understanding of the true nature of science, both the content and the process. Both teacher and students need to obtain a working knowledge of the function and utility of the technology. And while technology-enhanced instruction does tend to motivate students to participate in learning activities, learning is more likely to occur when the technology being used becomes a transparent tool in the learning process and not the main focus of the activity.
International Journal of Science Education, 2017
This research investigated teacher learning and teacher beliefs in a two-year technology professional development (TPD) for teachers and its impact on their student achievement in science in the western part of the United States. Middle-school science teachers participated in TPD focused on information communication technologies (ICTs) and their applications in science inquiry pedagogy. Three self-reporting teacher instruments were used alongside their student achievement scores on the end-of-year state-science-test. The teacher self-reporting measures investigated technological literacy, ICT capabilities, and pedagogical beliefs about science inquiry pedagogy. Data were collected every year, and descriptive statistics, t-tests, and Pearson's correlations were used for analysis. We found teachers' technological skills and ICT capabilities increasing over time with significant gains each year. Additionally, teachers' pedagogical beliefs changed to become more science inquiry oriented over time; however, the gains were not significant until after the second year of TPD. Comparisons of teacher learning and belief measures with student achievement revealed that the students' performance was correlated to teachers' pedagogical beliefs about science inquiry, but not to their technological skills nor to their ICT capabilities. This research suggests that pedagogical considerations should be foregrounded in TPD and that this may require more longitudinal TPD to ensure that technology integration in science instruction is consequential to student learning.
Teaching and Teacher Education, 2005
Preservice teachers' pedagogical content knowledge (PCK) development was investigated with respect to integrating technology. Four components of PCK were adapted to describe technology-enhanced PCK (TPCK). The study examined the TPCK of student teachers in a multi-dimensional science and mathematics teacher preparation program that integrated teaching and learning with technology throughout the program. Five cases described the difficulties and successes of student teachers teaching with technology in molding their TPCK. Student teachers view of the integration of technology and the nature of the discipline was identified as an important aspect of the development of TPCK. r