Integrating Educational Technology into the Secondary Science Teaching

Autor/inn/en	Guzey, S. Selcen; Roehrig, Gillian H.
Titel	Integrating Educational Technology into the Secondary Science Teaching
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 12 (2012) 2, S.162-184 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Technology; Internet; Science Instruction; Technology Integration; Science Teachers; Teacher Educators; Observation; Content Analysis; Case Studies; Qualitative Research; Barriers; Educational Resources; Teacher Attitudes; Beliefs; Influences; Self Concept; Professional Identity; Reflection; Teacher Education; Secondary School Science; Beginning Teachers; Secondary School Teachers; Teacher Motivation; Computer Uses in Education; Semi Structured Interviews; Data Analysis; Longitudinal Studies; Grounded Theory; Models + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Beobachtung; Inhaltsanalyse; Case study; Fallstudie; Case Study; Qualitative Forschung; Bildungsmittel; Lehrerverhalten; Belief; Glaube; Influence; Einfluss; Einflussfaktor; Selbstkonzept; Junior teacher; Junglehrer; Computernutzung; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell
Abstract	The integration of technology in teaching is still challenging for most teachers, even though there has been a historical growth of Internet access and available educational technology tools in schools. Teachers have not incorporated technology into their teaching for various reasons, such as lack of knowledge of technology, time, and support. In this study, three beginning science teachers who successfully achieved technology integration were followed for 3 years to investigate how their beliefs, knowledge, and identity contributed to their uses of technology in their classroom instruction. The findings demonstrate that the participating teachers were all intrinsically motivated to use technology in their teaching and this motivation allowed them to enjoy using technology in their instruction and kept them engaged in technology use. The major findings of the study are displayed in a model, which indicates that the internalization of the technology use comes from reflection and that teachers' use of technology in classroom instruction is constructed jointly by their technology, pedagogy, and content knowledge; beliefs; identity; and the resources that are available to them. The study has implications for teachers and teacher educators for successful technology integration into science classrooms. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: business@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10