Middle School Science Teachers’ Confidence and Pedagogical Practice of New Literacies

Hsu, Hui‐Yin; Wang, Shiang‐Kwei; Runco, Lisa M.

doi:10.1007/s10956-012-9395-7

Cited by 37 publications

(28 citation statements)

References 36 publications

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“…At the same time, this means that we did not invite students to actually apply some basic ICT techniques. According to some, this approach would avoid the danger of a biased report delivered by the interviewee (see Madigan et al, 2007;Hohlfeld et al, 2013), as using respondents' judgments about a form of self-efficacy is vulnerable (Hsu, Wang, & Runco, 2013). However, such an approach is also not void of problems.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM) to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor's science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students' belief that ICT is necessary for scientific research.

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Section: Discussionmentioning

confidence: 99%

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Heerwegh¹,

Wit

Verhoeven

2016

JITE:Research

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“…Using a "cognitive tools" approach is distinctly different from the traditional approach of using technology, in which information is designed by subject experts or instructional designers and then transferred to the students. By using cognitive tools in a constructive framework, learners engage in a variety of critical, creative, and complex thinking opportunities (Campbell, Wang, Hsu, Duffy, & Wolf, 2010;Hsu, Wang, & Runco, 2013;Wang, Hsu, & Campbell, 2009). The reformed technology integration approach extends students' cognitive skills by encouraging them to access multi-modal resources, organize and analyze data, interpret and evaluate information, and communicate the knowledge they have constructed to others (Lajoie & Azevedo, 2000).…”

Section: The Need To Adopt Technology As Cognitive Toolsmentioning

confidence: 99%

“…Technology applications that support learners to perform cognitive tasks just out of their reach without them can be categorized as cognitive tools. They have the following characteristics: (1) support students' decision making, (2) support students' metacognitive processes, (3) enable students to organize, evaluate and analyze information, (4) facilitate students' problem solving, and (5) allow them to collaborate and communicate ideas in multi-modal formats (Azevedo, 2005a;Hsu, Wang, & Runco, 2013;Jonassen & Reeves, 1996;Lajoie & Azevedo, 2000).…”

Section: The Need To Adopt Technology As Cognitive Toolsmentioning

confidence: 99%

“…Many useful ICTs are free and accessible to students, and ICTs can be deployed to make scientific information more accessible, make thinking more visible, make idea exchanges more frequent and immediate, and enable the representation of knowledge in different forms of media (Linn, 2004). In this project, we employed the new literacy framework to guide the use of ICTs as cognitive tools in science education (Hsu, Wang, & Runco, 2013). New literacy is a situational concept describing a set of skills and knowledge of 21st-century skills that students should possess.…”

Section: Cognitive Tools Support Scientific Practices: New Literacy Fmentioning

confidence: 99%

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Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Wang

Hsu

Reeves

et al. 2014

Computers & Education

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“…Recent research on this group has revealed a discrepancy between high levels of ICT confidence and low levels of classroom implementation (Hsu, 2013). This phenomenon has been addressed in several studies examining factors that impede implementation.…”

Section: Positions Of Science Teachersmentioning

confidence: 99%

"I'm The Same Teacher": The Attitudes of Science and Computer Literacy Teachers Regarding Integrating ICT in Instruction to Advance Meaningful Learning

Steiner¹,

Mendelovitch²

2016

EURASIA J MATH SCI T

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The communications revolution reaches all sectors of the population and makes information accessible to all. This development presents complex challenges which require changes in the education system, teaching methods and learning environment. The integration of ICT (Information and Communications Technology) and science teaching requires innovative teaching methods based on a constructivist approach. This study examines the extent to which science teachers in Israel who identify themselves as using ICT in their classrooms, actually integrate ICT in their practice, and use ICT to promote higher order thinking. The findings indicate that most teachers in this study use ICT tools primarily for visual aspects of their teaching, such as upgrading classroom demonstrations. Further, they are unaware of the need to change their teaching methods by adopting sophisticated computer applications relevant to science teaching. Even the minority who felt the need to change teaching methods do not know how to achieve this end.

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Middle School Science Teachers’ Confidence and Pedagogical Practice of New Literacies

Cited by 37 publications

References 36 publications

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

"I'm The Same Teacher": The Attitudes of Science and Computer Literacy Teachers Regarding Integrating ICT in Instruction to Advance Meaningful Learning

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