Technology and Reform-Based Science Education

Dani, Danielle E.; Koenig, Kathleen

doi:10.1080/00405840802153825

Cited by 31 publications

(15 citation statements)

References 23 publications

(17 reference statements)

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“…Recent research also indicates that digital media, probeware, modeling tools, computer simulations, and virtual collaborative environments may support teachers' efforts to integrate science inquiry into their instruction (e.g., Higgins & Spitulnik, 2008; Kim et al, 2007; Lee, Linn, Varma, & Liu, 2010; Mistler‐Jackson & Songer, 2000; Varma, Husic, & Linn, 2008). For example, incorporating technology into instruction may support students' ability to analyze and interpret data, model construction and testing, and foster collaboration (Dani & Koenig, 2008; Dickerson & Kubasko, 2007; Linn, Davis, & Bell, 2004). Simulations, a specific form of computer modeling tools, may facilitate inquiry learning by providing visualization opportunities that may not be possible in actual field work (van Joolingen, de Jong, & Dimitrakopoulout, 2007; Winn et al, 2005).…”

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confidence: 99%

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

2013

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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

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confidence: 99%

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

2013

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“…Technology can enhance learner-centered instruction, especially in the science classroom, and can lead to students' deeper understanding of scientific concepts (Dani & Koenig, 2008). For example, interactive simulations can promote students' understanding of abstract concepts by allowing them to quickly design, conduct, and revise their own experiments and test hypotheses (Hannafin & Land, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Technology can also facilitate students' collaborative research and discussions. Model making, interactive tutorials, personal response systems, and probeware are additional examples of technologies that can be used to support learner-centered science instruction (Dani & Koenig, 2008). However, teachers are faced with many barriers to technology integration, especially when they are trying to make pedagogical changes at the same time (Pedersen & Liu, 2003).…”

Section: Introductionmentioning

confidence: 99%

Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring

Rosenberg¹,

An²

2019

edupij

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Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers' learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers' attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants' attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants' program evaluation data provide useful insights into professional development for learner-centered technology integration.

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“…Current reform efforts have highlighted, among other goals, the importance of developing students' conceptual understanding and skills in the practices of science (NGSS Lead States, 2013). Furthermore, there is an increased emphasis on science instruction that both engages students in authentic science experiences (Flemming, 2013;Jones, Childers, Stevens, & Whitley, 2012) and incorporates elements of instructional technology (Dani & Koenig, 2008;Songer, 2007). However, studies have shown that teachers in urban schools tend to have more constraints on science instructional time, and tend to employ primarily traditional science teaching methods (Barton, 2007).…”

Section: Introductionmentioning

confidence: 99%

Widening the gap: Unequal distribution of resources for K–12 science instruction

Smith

Trygstad

Banilower

2016

EPAA

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Inequalities in educational opportunity are well documented. Regardless of the nature of the disadvantage—low income, underrepresented minority status, or prior achievement—students from backgrounds associated with a given disadvantage have less access to educational opportunities. In this article, we use data from the 2012 National Survey of Science and Mathematics Education to explore how resources are allocated for science instruction specifically. We focus on how three kinds of resources—well-prepared teachers, material resources, and instruction itself—are allocated to classes that are homogeneously grouped by prior achievement level. Regardless of the resource, we find that classes of students with low prior achievement (as perceived by their teachers) have less access. Some of the differences are striking, particularly regarding access to material resources, while others are more subtle. There is also evidence that some policies do not impact teachers equally. For example, time allowed for teacher professional development is perceived differently by teachers in terms of its impact depending on the achievement level of students in the class. The study supports the assertion that what is known about ability grouping in general applies in science instruction specifically. When students with low prior achievement are grouped together, their classes have less access to critical resources for science learning opportunities, potentially widening the gap between them and their higher-achieving peers.

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Technology and Reform-Based Science Education

Cited by 31 publications

References 23 publications

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

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

Supporting Science Teachers’ Learner-Centered Technology Integration through Situated Mentoring

Widening the gap: Unequal distribution of resources for K–12 science instruction

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