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ERIC Number: EJ1040978
Record Type: Journal
Publication Date: 2014-Oct
Pages: 26
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1571-0068
Technology Knowledge: High School Science Teachers' Conceptions of the Nature of Technology
Waight, Noemi
International Journal of Science and Mathematics Education, v12 n5 p1143-1168 Oct 2014
In-depth interviews guided by video elicitations examined 30 high school science teachers' conceptions of technology and by extension how these conceptions reflected dimensions of nature of technology. Altogether, 64% of the teachers characterized their schools and departments as aggressive-moderate adopters with generous access and support for technological tools. In comparison, 30% noted that their school lagged behind due to funding and lack of infrastructure. Definitions of technology revealed emphasis on technology as artifact, overwhelming optimism on the purpose and function of technology to improve and make life easier and as representation of advancement in civilization. In tandem, teachers were most drawn to two video scenarios--medical and everyday tool videos because it reflected notions of progression and expectations of future changes; heightened awareness of the multitude of available technologies; and perceived relevance with classroom content. Perhaps most telling in these findings was that few teachers were drawn to the classroom video scenario, and only three teachers highlighted the technology-science-school science connection. These findings have implications for holistic understandings of technologies, which may inform how science teachers perceive and enact technologies in their science classrooms.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A