Secondary Science Preservice Teachers: Technology Integration in Methods and Residency
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| Title: | Secondary Science Preservice Teachers: Technology Integration in Methods and Residency |
|---|---|
| Language: | English |
| Authors: | Kilty, Trina J. (ORCID |
| Source: | Journal of Science Teacher Education. 2021 32(5):578-600. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1339853 1923542 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Science Teachers, Secondary School Teachers, Secondary School Science, Technology Integration, Educational Technology, Technology Uses in Education, Student Teachers, Student Teacher Attitudes, Nontraditional Students, Biology, Chemistry, Earth Science, Physics |
| DOI: | 10.1080/1046560X.2021.1907514 |
| ISSN: | 1046-560X |
| Abstract: | The purpose of this study was to describe "what" and "how" secondary science preservice teachers (SSPST) implemented technology, in student teaching residency, that they had planned in previous science methods courses. A collective case study approach with purposeful sampling was used to gain understanding of multiple perspectives across prior experience, gender, and content areas. Data included written responses, observations, content analysis of lesson plans, and assessment using the Technology Use in Science Instruction (TUSI) instrument. SSPSTs used a variety of technology during methods and residency teaching. The authors used the TUSI instrument to describe areas of strength and weakness "how" SSPSTs used technology. This study includes recommendations for science teacher educators to prepare SSPSTs to integrate technology for meaningful learning. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1303264 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to describe "what" and "how" secondary science preservice teachers (SSPST) implemented technology, in student teaching residency, that they had planned in previous science methods courses. A collective case study approach with purposeful sampling was used to gain understanding of multiple perspectives across prior experience, gender, and content areas. Data included written responses, observations, content analysis of lesson plans, and assessment using the Technology Use in Science Instruction (TUSI) instrument. SSPSTs used a variety of technology during methods and residency teaching. The authors used the TUSI instrument to describe areas of strength and weakness "how" SSPSTs used technology. This study includes recommendations for science teacher educators to prepare SSPSTs to integrate technology for meaningful learning. |
|---|---|
| ISSN: | 1046-560X |
| DOI: | 10.1080/1046560X.2021.1907514 |
