Enhancing Preservice Science Teachers’ Use of Text Through E-Readers
Brian Zoellner, Terence Cavanaugh, University of North Florida, United States
CITE Journal Volume 17, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The future for primary and secondary school textbooks is moving to digital ones, and faculties of schools, colleges, and departments of education (SCDEs) need to prepare preservice teachers for this change. Already, legislatures in 23 states have mandated that school systems use digital textbooks or digital resources as part of their textbook resources, thus shifting the definition and conceptions of the term textbook. In addition to added functionality (i.e., highlighting and dictionary functions), electronic textbooks allow the teacher to choose, edit, and modify text, becoming a more active consumer of curricular materials. This shift brings challenges as preservice teachers adapt to integrating this new technology into their practice. They need greater opportunities to manage this technology to select and adapt text to better match the curriculum to student need and interest. To better prepare preservice science teachers, the researchers adapted the secondary science teacher education methods class to integrate digital textbooks into coursework. Their purpose was to investigate preservice science teachers’ views about the uses of e-readers and e-text prior to their science methods course and their views of their use of this technology when they are required to incorporate them as a resource in their lesson planning.
Zoellner, B. & Cavanaugh, T. (2017). Enhancing Preservice Science Teachers’ Use of Text Through E-Readers. Contemporary Issues in Technology and Teacher Education, 17(4), 569-589. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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