An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms

Autor/in	Subramaniam, Karthigeyan
Titel	An Investigation of the Organizational Impact of Computer Technology in Secondary Science Classrooms
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 7, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Computer Uses in Education; Technology Integration; Secondary School Teachers; Science Teachers; Science Instruction; Communities of Practice; Situated Learning; Student Participation; Scientific Concepts; Concept Formation; Transformative Learning; Teacher Attitudes + Suchen Sie Ihr Suchwort? Computernutzung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Concept learning; Begriffsbildung; Pädagogische Transformation; Lehrerverhalten
Abstract	This study investigated the organizational impact of computer technology on four secondary science teachers' teaching actions using the construct of community of practice. The organizational impact of computer technology refers to teachers' styles and creativity in constructing personally pertinent individual models of teaching when using computer technology: social participation structures. Analysis of data (observations and interviews) revealed three social participation structures that collectively orchestrated students' science content learning: (1) students' membership, (2) access to the structured tasks, and (3) confirmation of students' learning of science concepts. This study indicated that the transformative potential of computer technology for teaching science is a complex interplay between social participation structures, institutional context, and teachers' knowledge of what is good practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01