ERIC Number: EJ1074435
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers
Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.
Journal of Science Education and Technology, v24 n5 p648-662 Oct 2015
In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this study. While our findings indicated an increase in technology-related practices, including the use of sophisticated hardware, very little improvements occurred with fostering inquiry-based science and effective science-specific pedagogy. In addition, our conceptual framework, technological pedagogical content knowledge, as a lens to examine teachers' intentions as documented in their lesson plans, provided an additional platform from which to investigate technology integration practices within the ambit of reform science teaching practices. This study, therefore, contributes knowledge about the structure and agenda of professional development initiatives that involve educational technology and integration into content knowledge disciplines such as science.
Descriptors: Technology Integration, Science Instruction, Science Teachers, Inquiry, Lesson Plans, Pedagogical Content Knowledge, Educational Change, Educational Practices, Educational Technology, Instructional Improvement
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A