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Learning to Teach with Technology Model: Implementation in Secondary Science Teacher Education Article

, , , , , Pennsylvania State University, United States

JCMST Volume 20, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Achieving scientific and technological literacy for all students is a goal of recent science education reform efforts (American Association for the Advancement of Science, 1993; National Research Council, 1996). Teacher educators play a critical role in preparing new teachers to meet this goal. This article presents a model based on conceptual change learning theory, for learning to teach science with technology. This model was used to revise our secondary science methods courses. While integrating technology in this project, we focused on three types of technology tools: (a) probeware, (b) computer simulations, and (c) an online communication tool, CourseInfo. The implementation of one full cycle of the model using LoGal computer simulations is described. The following challenges were encountered while integrating technology into the secondary science methods courses: (a) the ongoing development of the teaching team's pedagogical content knowledge for using technology to support scientific inquiry (PCK-Tech for SI), (b) students' perceptions of an overemphasis on technology and the resistance of some students to use technology, and (c) time issues. Questions that have emerged for teacher educators and an outline of new directions for the secondary science teacher education program are offered.

Citation

Dana, T.M., Zembal-Saul, C., Munford, D., Tsur, C. & Friedrichsen, P.M. (2001). Learning to Teach with Technology Model: Implementation in Secondary Science Teacher Education. Journal of Computers in Mathematics and Science Teaching, 20(4), 377-394. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from .

Keywords

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References

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Using Cloud-Computing Applications to Support Collaborative Scientific Inquiry: Examining Pre-Service Teachers' Perceived Barriers to Integration

    Joel D. Donna & Brant G. Miller

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 3 (Jul 24, 2013)

  2. Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

    Joel Donna, University of Minnesota; Brant Miller, University of Idaho

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 39, No. 3 (Jul 24, 2013)

  3. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Sara Flanagan, University of Kentucky, United States; Melanie Shoffner, Purdue University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 242–261

  4. Integrating simulations into physics instruction: A report on practice and research

    Dorothy Langley, Holon Institute of Technology, Israel

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1965–1972

  5. Preservice Science Teachers’ Use of Educational Technology in Student Teaching

    Karen Irving, The Ohio State University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 28, No. 1 (January 2009) pp. 45–70

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.