A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework

Autor/inn/en	Wang, Shiang-Kwei; Hsu, Hui-Yin
Titel	A Design-Based Research Capturing Science Teachers' Practices of Information and Communication Technologies (ICTs) Integration Using the New Literacy Framework
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 36 (2017) 4, S.387-396 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Science Instruction; Science Teachers; Teacher Attitudes; Information Technology; Technology Integration; Middle School Teachers; Faculty Development; Models; Research Design; Research Methodology; Classroom Techniques; Mixed Methods Research; Technology Uses in Education; Observation; Focus Groups; New York (New York) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Informationstechnologie; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Analogiemodell; Forschungsdesign; Research method; Forschungsmethode; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Beobachtung
Abstract	Technology integration in K-12 classrooms is usually teacher-centered and has insufficient impact on students' learning. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the project. The results revealed teachers' positive changes in their classroom practices and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01