Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies

Autor/inn/en	Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa
Titel	Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies
Quelle	In: Journal of Science Education and Technology, 22 (2013) 3, S.314-324 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9395-7
Schlagwörter	Pedagogical Content Knowledge; Computer Literacy; Mixed Methods Research; Teacher Surveys; Educational Technology; Educational Change; Technology Integration; Science Teachers; Middle School Teachers; Self Efficacy; Inquiry; Teaching Skills; Multiple Literacies; Science Instruction + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Computerkenntnisse; Unterrichtsmedien; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10