The Use of the Internet in Science Teaching: A longitudinal study of developments in use by student‐teachers in England

Sorensen, Pete; Twidle, John; Childs, Ann; Godwin, Janet

doi:10.1080/09500690601137676

Cited by 26 publications

(11 citation statements)

References 23 publications

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“…Although governments around the world have been keen to promote the use of Information and Communication Technology (ICT) to enhance students' learning, 50 nevertheless, teachers face more difficulties in ascertaining how students learn in an online or blended course, compared with face-to-face education. 51 Based on the positive effects of online SRL and CL with initiation, it is suggested that teachers could adopt appropriate teaching methods in their online or blended course to help their students achieve better learning effects in online learning environments.…”

Section: Resultsmentioning

confidence: 99%

Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Tsai

2011

Cyberpsychology, Behavior, and Social Networking

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In many countries, undergraduates are required to take at least one introductory computer course to enhance their computer literacy and computing skills. However, the application software education in Taiwan can hardly be deemed as effective in developing students' practical computing skills. The author applied online self-regulated learning (SRL) and collaborative learning (CL) with initiation in a blended computing course and examined the effects of different combinations on enhancing students' computing skills. Four classes, comprising 221 students, participated in this study. The online SRL and CL with initiation (G1, n = 53), online CL with initiation (G2, n = 68), and online CL without initiation (G3, n = 68) were experimental groups, and the last class, receiving traditional lecture (G4, n = 32), was the control group. The results of this study show that students who received the intervention of online SRL and CL with initiation attained significantly best grades for practical computing skills, whereas those that received the traditional lectures had statistically poorest grades among the four classes. The implications for schools and educators who plan to provide online or blended learning for their students, particularly in computing courses, are also provided in this study.

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Section: Resultsmentioning

confidence: 99%

Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Tsai

2011

Cyberpsychology, Behavior, and Social Networking

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“…Students indicate higher interests in learning strategies related to computers (La Velle, McFarlane, & Brawn, 2003). Additionally, the utilization of technology can help improve teachers' attitudes, confidence, and instructional applications (Sorensen, Twidle, Childs, & Godwin, 2007), help teachers reflect upon scientific explanations and examples generated in their teaching (La Velle et al, 2003), and understand scientific concepts and creativity (Jang, 2009;Rodrigues et al, 2003). On the contrary, lack of the knowledge about utilizing technology can limit the effectiveness of integrating technology into teaching (Barak, 2007).…”

Section: Introductionmentioning

confidence: 99%

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Jang

Tsai

2013

AJET

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Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

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“…Case study of practice Sorensen et al (2007) N.B. When multiple forms of data collection were used in a study, that study can appear in more than one category above.…”

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confidence: 99%

Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

Kirkwood

Price

2013

Learning, Media and Technology

619

343

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The Use of the Internet in Science Teaching: A longitudinal study of developments in use by student‐teachers in England

Cited by 26 publications

References 23 publications

Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation

Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

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