Elementary Education Candidates' Integration of Technology in Science Units

Autor/inn/en	Polly, Drew; Binns, Ian
Titel	Elementary Education Candidates' Integration of Technology in Science Units
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 18 (2018) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Elementary School Teachers; Preservice Teachers; Video Technology; Computer Software; Science Instruction; Pedagogical Content Knowledge; Technological Literacy; Thinking Skills; Teaching Methods; Technology Integration; Science Teachers; Teacher Educators; Instructional Design; Units of Study; Skill Development; Lesson Plans; Interdisciplinary Approach; Educational Technology + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Technisches Wissen; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Science teacher; Wissenschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lerneinheit; Kompetenzentwicklung; Qualifikationsentwicklung; Lesson planning; Unterrichtsplanung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien
Abstract	This study used the framework of technological pedagogical and content knowledge (TPACK) to examine how elementary education preservice teachers integrated technology in science units that they designed after completing courses on science education and technology integration. The findings indicate that technologies included at the end of lessons were associated with higher order thinking, while those included at the beginning or middle of lessons were focused more on lower order thinking and presenting content. Further, frequently used technology-rich activities such as viewing videos and PowerPoint presentations were associated with lower order thinking, while activities such as completing an interactive whiteboard activity or having students make presentations or videos included more opportunities to develop higher order thinking. Implications from this research suggest that science educators and teacher educators should focus more on technologies that support higher-order thinking and support course work with special attention to technology in the context of designing engaging science instruction. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01