A case for examining pre-service teacher preparation for inquiry teaching science with technology

Shively, Chris; Yerrick, Randy

doi:10.3402/rlt.v22.21691

Cited by 9 publications

(3 citation statements)

References 25 publications

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“…According to Wang et al (2004), developing the confidence preservice teachers need to effectively integrate technology within their own classrooms may be supported through the use of electronic vicarious learning experiences. While extensive, intrusive training techniques had no significant effect on elementary teachers' attitude or self-efficacy toward technology (Miles, 2013), successful experiences with instructional technology as a preservice teacher leads to positive efficacy (Flores, 2015;Kramarski, & Tova, 2015;Shivelya & Yerrickb, 2014;Silverman & Davis, 2009), thus, resulting in an increased probability that technology will be used as a teaching tool.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology

Giles

Kent²

2016

AES

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<p>Self-efficacy has been persistently cited as a major component in understanding how frequently and successfully individuals use technology. Preservice teachers’ technology self-efficacy is a creditable indicator of graduates’ likelihood to use instructional technology throughout their careers; thus, it is imperative that new teachers graduate with a high sense of self-efficacy regarding their abilities to use technology as an effective teaching tool. The purpose of this study was to determine preservice teachers’ self-efficacy beliefs related to integrating technology into instruction. Elementary preservice teachers (n=28) from a single university completed a Likert-type survey using a forced choice scale with six points. Responses to the 5-item survey were converted to numerical data, and the research question was examined using descriptive statistics. Data indicated that almost all (93%) of the participants incorporated technology into the lessons they taught with the majority (68%) of participants reporting a high level of confidence in their ability to select and utilize technology in teaching. Further, 89% of the participants felt they could integrate technology across the curriculum with 80% indicating they were capable of determining the why, when, and how to do so most of the time.</p>

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Section: Discussionmentioning

confidence: 99%

An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology

Giles

Kent²

2016

AES

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“…While most recognized the value of introducing SSI, they themselves have limited knowledge of SSI. Despite the potential to engage students in culturally relevant STEM education through SSI, traditional didactic teacher-centered approaches continue to dominate classroom practice (Shively & Yerrick, 2014). However, it has been shown that coursework and professional development can support teachers in learning to incorporate SSI instruction (Espeja & Lagaron, 2015;Parr, 2013).…”

Section: Introductionmentioning

confidence: 99%

Teacher Understandings of Claims, Evidence, and Reasoning Within Socioscientific Issue Implementation

Johnson¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Socio-scientific Issues (SSI) provide a strong framework for engaging students in meaningful scientific discourse in the development of functional scientific literacy involving the construction of arguments and socially constructed knowledge. Unfortunately, teachers often lack the pedagogy, confidence, and support to address SSI. This study explored teachers' understandings of scientific argumentation via the qualitative analysis of their discussions of SSI cases during a graduate-level STEM methods course. Findings revealed teachers' ability to make claims and present evidence in discussing SSI cases. Evidence however tended to be vague and often unrelated to the claims made, lacking the reasoning needed to do so. This indicates the need for adjustments within the program to focus on and develop functional scientific literacy for participating teachers.

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“…The final article in this issue comes from the USA (Shively and Yerrick 2014). This case study, in which pre-service teachers effectively use technology in the science classroom, is an excellent example of embedding Mishra and Koehler's (2006) TPCK framework into teacher education.…”

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confidence: 99%

The influence of emotions, attitudes and perceptions on learning with technology

O'Reilly

2015

Research in Learning Technology

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Welcome to this very international issue of Research in Learning Technology in which we present research that has been undertaken in UK, Chile, Finland, Germany, Portugal and USA. The articles on the use of technology span a range of effective teaching practices, showcase strategies for successful learning and propose ideas for future mechanisms to better engage students in their educational experiences. For me, one question running through this issue is: how is technology helping us to deliver more student-centred education?The first article by Pedro et al. (2014) investigates the use of a recommender system across all educational sectors in Portugal. A recommender system recognises us when we return to sites previously visited such as booksellers and music download sites. They are responsive to our personal interests and offer recommendations that are aligned to our previous online transactions. Use of recommender systems in educational contexts is less common. This article explores an early implementation of a recommender system in four institutions from elementary to university level. Preliminary results highlight that the younger the learner, the more responsive they are to recommendations.Next, a study by Kear, Chetwynd and Jefferis (2014) on social presence explores how effective personal profile pages can be in reducing student isolation. Two studies conducted at the Open University UK approximately 5 years apart illustrate that students' use of personal profile pages can be of value in developing a sense of personal connection. The extent to which students considered personal profile pages as helpful is measured across the passage of time and the change in technologies.Another strategy for engaging students that we are increasingly seeing is the use of social media tools within the online teaching and learning dynamic. Blaschke (2014) investigates whether integration of a suite of social media tools into the learning design can aid students in developing their metacognitive skills and become more work-ready. She reports a case study of 14 cohorts of postgraduate students undertaking foundations studies of distance education and e-learning in Germany.A study from the USA by Butz, Stupnisky and Pekrun (2015) compares online and on-campus students' emotions. This excellent piece of research greatly raises our awareness of the anger, anxiety and helplessness that students may feel when additional technology is introduced into their learning environment. Students' positive experiences of control, value and perceived success are also explored in this article. The authors recommend that we, as educators, need to understand the differences between the emotional supports that are required for learners depending on their study mode.

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A case for examining pre-service teacher preparation for inquiry teaching science with technology

Cited by 9 publications

References 25 publications

An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology

An Investigation of Preservice Teachers’ Self-Efficacy for Teaching with Technology

Teacher Understandings of Claims, Evidence, and Reasoning Within Socioscientific Issue Implementation

The influence of emotions, attitudes and perceptions on learning with technology

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