Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

Autor/inn/en	Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.
Titel	Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction
Quelle	In: Journal of Science Education and Technology, 22 (2013) 6, S.838-857 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-013-9434-z
Schlagwörter	Science Teachers; Preservice Teachers; Masters Programs; Technology Uses in Education; Educational Technology; Inquiry; Science Instruction; Observation; Lesson Plans; Interviews; Reflection; Technology Integration; Decision Making; Teaching Methods; Pedagogical Content Knowledge; Computer Literacy; Data Collection; Data Analysis; Information Dissemination + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Magister course; Magisterstudiengang; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Computerkenntnisse; Data capture; Datensammlung; Auswertung; Informationsverbreitung
Abstract	This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students' investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants' technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators' development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10