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ERIC Number: EJ811883
Record Type: Journal
Publication Date: 2008-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1366-4530
The Capacity of Instructional Technologists to Provide Systemic Support for Science Education Reform
Campbell, Todd
Teacher Development, v12 n1 p67-83 Feb 2008
This study investigated the extent to which pre-service instructional technologists were prepared to assume roles in providing the systemic support needed by science teachers. The participants in the study engaged in a one-semester graduate course focused on integrating technology into science instruction. Through qualitative methods, this study investigated the philosophical views of the pre-service instructional technologists and compared those views over time as the semester progressed. Results of the study reveal that the participants' philosophical views did move in directions consistent with reform efforts in science education, namely more supportive of learner centered instruction. This was evident in philosophical statements emerging at the end of the course, not present at the beginning, which focused on "Science Technology and Society (STS) Instructional Principles, Learner-Centered Principles, Observations which could promote learner-centered instruction," and "Technology promoting the learner-centered classroom environment." (Contains 6 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A