Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies

McGinnis, J. Randy; Simmons, Patricia E.; Atwater, Mary M.; Hatfield, Larry L.; Olive, John; Hunt, Anita

doi:10.1007/bf01575151

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Mecca and Klindienst (1987) also reported that a program planned on the basis of the expressed needs of teachers attained more positive evaluation. Several investigations regarding science teachers' needs have been made in various contexts (for example, Abu Bakar et al 1988, Baird et al 1994, Germann and Barrow 1995, McGinnis et al 1996, Ramsey 1993, Zint and Peyton 2001. The results of these surveys were used either as a basis in planning inservice teacher training programs or as a prelude to setting national policy.…”

Section: Introductionmentioning

confidence: 99%

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Noh¹,

Cha

Kang

et al. 2004

International Journal of Science Education

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In this study, we investigated the perceived professional needs of Korean science teachers majoring in chemical education, and examined their preferences for online and on-site inservice teacher training programs. The results were also compared with those of preservice teachers. Participants were 120 secondary school teachers and 67 preservice teachers, whose majors were either chemical education or science education with emphasis in chemistry. A questionnaire consisting of a modified Science Teacher Inventory of Need and a section concerning respondents' demographic information and their use of the Internet was administered. In contrast to previous studies, the perceived needs of Korean inservice and preservice teachers were found to be very strong in all 30 needs assessment items, and their prominent needs were from all seven categories. Preservice teachers indicated significantly greater needs than inservice teachers on several items. Korean teachers generally tended to prefer online inservice to traditional on-site training programs, although they still preferred on-site types of programs in areas such as conducting digitalcommons.unl.edu

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Section: Introductionmentioning

confidence: 99%

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Noh¹,

Cha

Kang

et al. 2004

International Journal of Science Education

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Technology storylines: A narrative analysis of the rural education research

Wargo¹,

Simmons

2021

TRE

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This piece offers a systematic review of rural (P-12) education technology literature. Drawing upon a social change frame (Ogburn, 1922), current rural education technology research within the subfield is collected, examined, and synthesized. Findings explicate that methodological diversity is a strength; however, some populations (e.g., middle school teachers) have thicker coverage than others (e.g., high school students). Additionally, many studies lean on rhetorical structures about what could and should be happening in rural schools, rarely delving into the how’s and whys associated with actual technology use in rural contexts. The piece concludes with a call for scholarship which assists in shifting power structures to support rural schools in their efforts to work with technology for the betterment of rural students and communities in place.

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Making and Thinking Movies in the Science Classroom

Angelone

2012

Cases on Inquiry Through Instructional Technology in Math and Science

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Making movies in the science classroom can be an engaging way to teach and assess science content understanding, but it can also be a way to encourage students to be critical of the media that is becoming more and more a part of their everyday lives. In this chapter, the author describes a sample inquiry-based project in which students created movies to learn science content. Background is given on classroom management, materials, movie-making basics, and assessment. The project is also framed by critical media literacy, which keeps in mind not only the messages that media products can send, but the messages the tools themselves may also send. In this way, students and teachers not only make movies, but think movies in the science classroom.

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Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies

Cited by 3 publications

References 8 publications

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on‐site training

Technology storylines: A narrative analysis of the rural education research

Making and Thinking Movies in the Science Classroom

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