Developing successful pedagogy with information and communications technology: how are science teachers meeting the challenge?

Abstract

From the diversity of views on the role of information and communications technology (ICT) in education, this article focuses on ICT as a tool for enhancing learning in the subject-defined context. Drawing from evidence gathered from teachers' evaluations of over 300 lessons taught using ICT, we examine the implementation strategies and teacher variable factors which define the pedagogy of ICT use and contribute to the frequently reported successful lesson outcomes. Teachers' perception of success was largely expressed in terms of achievement of subject learning objectives and suggested criteria strongly rooted in their pedagogy developed with conventional resources. The role of teachers' beliefs in underpinning their professional practice is examined and the tendency towards conservative teaching styles is discussed.

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

“…Teachers also need to understand the unique aspects of preparing lessons that use technology, for example, having tight definition of tasks involving the use of the Internet. Such teacher actions were found to contribute towards successful lessons with technology (Rogers & Finlayson, 2004). Teachers, for example, need to recognize the balance between the advantages of giving students responsibility and the potential unproductiveness of random surfing on the Internet.…”

“…Teachers, for example, need to recognize the balance between the advantages of giving students responsibility and the potential unproductiveness of random surfing on the Internet. Successful solutions employed by the teachers in Rogers and Finlayson's (2004) study involved use of limited ranges of website addresses, clear deadlines, and encouragement to students to develop their critical skills about the nature and quality of information obtained.…”

Visual representations of the internet in greek school textbooks and students’ experiences

“…The importance of understanding the internet and the services which citizens today are offered is well accepted, particularly so for computer education (Papastergiou 2005;Rogers and Finlayson 2004). At present there is no policy that directly addresses the need to develop learners'-or teachers'-mental representations of new technologies, and this may be an important missing element in changing the nature of learning with ICT in schools (Mavers et al 2002).…”

Student Perceptions of ELMO Technology in a Physical Science Classroom

“…For example, videodiscs and CD-ROM multimedia presentations are being used to show prospective teachers how contrasting styles of teaching affect student engagement and achievement (Rogers & Finlayson 2004). The quality of graphics has dramatically improved since educational technology originally began, and this advancement has produced clarity to many complex concepts (Gabric et al, 2005).…”