Exploring 8th Grade Middle School Science Teachers' Use of Web 2.0 Tools

Autor/in	Stinson, Antwuan
Titel	Exploring 8th Grade Middle School Science Teachers' Use of Web 2.0 Tools
Quelle	In: Alabama Journal of Educational Leadership, 2 (2015), S.26-35 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Student Relationship; Interaction; Educational Environment; Rural Schools; Phenomenology; Qualitative Research; Science Teachers; Learner Engagement; Technology Uses in Education; Educational Technology; Teaching Methods; Scientific Concepts; Science Instruction; Web 2.0 Technologies; Middle School Teachers; Grade 8; Teacher Attitudes; Technology Integration; Alabama + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten
Abstract	Educational research focuses on the way teachers and students interact and how teachers structure learning environments to promote interactions. Rural schools require more efficient use of limited human resources if they are not able to hire sufficient numbers of teachers who possess the knowledge and skills. The researcher used a phenomenological qualitative framework to explore how in-service science teachers engage students during instruction using emerging technology. Five (5) participants provided reflections about their practices used during classroom instruction. As expected, the teachers' technological usage varied with instructional delivery and changes with engaging students in learning beyond the school curriculum. The findings suggest rural in-service teachers need explicit opportunities to engage in work to help their students learn science concepts and the extent to which participants know their science content and design instruction that cultivate science identities. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01