Secondary Science Preservice Teachers: Technology Integration in Methods and Residency

Autor/inn/en	Kilty, Trina J.; Burrows, Andrea C.
Titel	Secondary Science Preservice Teachers: Technology Integration in Methods and Residency
Quelle	In: Journal of Science Teacher Education, 32 (2021) 5, S.578-600 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilty, Trina J.) ORCID (Burrows, Andrea C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1907514
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Biologie; Chemie; Earth sciences; Geowissenschaften; Physik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01