A Descriptive Study of Science and Mathematics Teachers Pedagogy, ICT Use and Perceptions of How ICT Impacts Their Teaching

Autor/in	Petras, Carol-Lynn M.
Titel	A Descriptive Study of Science and Mathematics Teachers Pedagogy, ICT Use and Perceptions of How ICT Impacts Their Teaching
Quelle	(2010), (191 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Pepperdine University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-1116-5
Schlagwörter	Hochschulschrift; Dissertation; Lifelong Learning; Program Effectiveness; Science Teachers; Classrooms; Grade 8; Mathematics Teachers; Teacher Attitudes; Teaching Methods; Science Instruction; Mathematics Instruction; Information Technology; Communications; Curriculum Development; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Life-long learning; Lebenslanges Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Mathematik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Informationstechnologie; Nachrichtenwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; USA
Abstract	This descriptive study was conducted because there is a lack of information regarding the pedagogical orientation associated with Information and Communication Technology, ICT, use in United States mathematics and science classrooms. Eighth grade science and mathematics teachers' pedagogical orientations, their use ICT when teaching and how ICT has impacted their teaching were analyzed using the SITES-2006 Teacher Questionnaire. An analysis of the participants' responses revealed that in both curriculum goals and teacher practice the mathematics and science teachers hold a traditionally important pedagogy. From the findings, it can be implied that science teachers are more likely than mathematics teachers to use tools that would contribute to the development of 21st century skills. However, the results showed that both were using traditional hands-on materials rather than digital tools and resources. Perceived impact of ICT use on mathematics and science teachers was positive. The findings of this study shows the highest perceived impact as reported by both groups of teachers was the impact on their ICT skills followed by the teacher incorporating new teaching methods and new ways for students to learn. Results also revealed that for the mathematics teachers there were no significant predicators of ICT when analyzing the personal and contextual factors and their pedagogical ICT use. However, for the science teachers, technical and pedagogical competency, professional collaboration, and ICT and pedagogical professional development were found to be significant indicators of ICT use. The findings from this study contribute to increasing the understanding of how teachers' pedagogical orientation can affect their use of ICT for teaching and learning. If it is the goal of an educational organization for their teachers to increase their use of ICT for teaching and learning, the data show that a shift needs to be made towards the pedagogical orientations of Lifelong learning or Connectedness. These pedagogies would provide a means to achieve increased ICT used by teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10