ERIC Number: EJ743700
Record Type: Journal
Publication Date: 2007-Jan
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0360-1315
EISSN: N/A
Transition from Traditional to ICT-Enhanced Learning Environments in Undergraduate Chemistry Courses
Barak, Miri
Computers and Education, v48 n1 p30-43 Jan 2007
This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an electronic forum, computerized visualizations, and Web-based projects, into their curriculum. The learning technologies were integrated to enhance inquiry-based learning, visualizations, and knowledge sharing. The current study investigated chemistry instructors' perceptions toward ICT and their activities while practicing the newly introduced technologies. The findings showed that integrating new practices is a phase-dependent process that consists of promises as well as complexities. Four transition steps were found to characterize the integration of ICT-learning environments: non-active, support-dependant, partial-independant, and total-independant. Findings indicated that the transition from traditional to ICT-enhanced learning environments involves ambivalent feelings and dichotomy among instructors.
Descriptors: Science Instruction, Postsecondary Education, Visualization, Learning Strategies, Teaching Assistants, Science Teachers, Information Technology, Undergraduate Study, Chemistry, Technology Integration
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A