Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

Autor/inn/en	Hechter, Richard P.; Vermette, Laurie Anne
Titel	Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications
Quelle	In: Themes in Science and Technology Education, 6 (2013) 2, S.73-90 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1792-8788
Schlagwörter	Technology Integration; Elementary Secondary Education; Barriers; Science Education; Online Surveys; Technological Literacy; Pedagogical Content Knowledge; Statistical Analysis; Teaching Experience; Instructional Program Divisions; Cohort Analysis; Access to Computers; Time Factors (Learning); Time on Task; Technical Support; Technology Education; Organizational Effectiveness; Institutional Characteristics; Foreign Countries; Science Teachers; Likert Scales; Canada + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Technisches Wissen; Pädagogische Kompetenz; Statistische Analyse; Kohortenanalyse; Zeitaufwand; Technisch-naturwissenschaftlicher Unterricht; Unternehmenserfolg; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Likert-Skala; Kanada
Abstract	This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers experienced by all teachers are inadequate: access; time; resources; training; budget; and support. Upon further examination, Middle Years and Senior Years teachers are considerably more likely to report that access and time hinder technology integration than their Early Years counterparts. Nearly 80% of all teachers remarked that technology was available to them, but about one quarter of respondents expressed frustration about the barriers that hinder effective technology integration in their classrooms. Implications of this study inform school division teacher support programs and planning, inservice professional development opportunities, and preservice teacher education. (As Provided).
Anmerkungen	Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site: http://earthlab.uoi.gr/theste
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01