Learning in context: Technology integration in a teacher preparation program informed by situated learning theory

Abstract

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform-based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform-based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform-based instruction. ß

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

“…While there is evidence to suggest that technology is playing an increased role in teachers' in-and out-of-school experiences (Wang, Hsu, Campbell, Coster, & Longhurst, under review), Bell, Maeng, and Binns (2013) report that, more generally, teachers use technology for administrative purposes or to support traditional instruction. Several researchers have attributed teachers' inability to move beyond using technology for administrative purposes or supporting traditional instruction to teachers' lack of confidence with technology (Lussier, Gomez, Hurst, & Hendrick, 2007;Mumtaz, 2000;Zhao & Cziko, 2001) or lack of support in the form of PD (Baylor & Ritchie, 2002;Ping Lim & Sing Chai, 2008).…”

“…Instances can be found where technology-enhanced tools like scientific visualizations show promise in supporting teachers' adoption of reformed instruction practices (Varma, Husic, & Linn, 2008). And, research exists to document the positive teacher and student outcomes that emerge when teachers are supported with ongoing PD focused on new technologies aligned with reformed instruction (Bell et al, 2013;Lussier et al, 2007;Quintana et al, 2004). But, Tamin, Bernard, Borokhovski, Abrami, and Schmid (2011) found that the effectiveness of the technology interventions depended on the teacher's goals and pedagogy, among other things.…”

“…This also made sense given that our dimensions of technology-enhanced tools for student learning in science were derived from Kim et al's (2007) originally proposed framework for inquiry learning tools, tools not typically prioritized in teacher-centered classrooms. Bell et al (2013) report that teachers generally use technology for administrative purposes or to support traditional instruction. While it is difficult to speak to the extent to which the teachers at the beginning of PD, who helped shape the characterization of this profile, were using technology for administrative or traditional instruction, our findings did suggest, like Bell et al (2013), that technology was not being used to support reformed instruction.…”

“…Bell et al (2013) report that teachers generally use technology for administrative purposes or to support traditional instruction. While it is difficult to speak to the extent to which the teachers at the beginning of PD, who helped shape the characterization of this profile, were using technology for administrative or traditional instruction, our findings did suggest, like Bell et al (2013), that technology was not being used to support reformed instruction. And, these findings seemed to at least align with other research (e.g.…”

A Review of the Importance of Peer Instruction Argumentative Strategy (PIAS) in Science Learning

“…Osborne, Simon, Christodoulou, Howell-Richardson, and Richardson (2013) made reference to the works of some social psychologists in that there is increasing empirical evidence that the knowledge and understanding of learners can be facilitated by collaborative dialog between peers. Collaboration is expressed in classrooms when students actively participate in discourses with each other as they attempt to make sense of their experiences and construct knowledge (Bell, Maeng, & Binns, 2013).…”