Adoption of ICT in Science Education: A Case Study of Communication Channels in a Teachers' Professional Development Project

Autor/inn/en	Juuti, Kalle; Lavonen, Jari; Aksela, Maija; Meisalo, Veijo
Titel	Adoption of ICT in Science Education: A Case Study of Communication Channels in a Teachers' Professional Development Project
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 5 (2009) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Interaction; Science Teachers; Technology Uses in Education; Technology Integration; Information Technology; Interaction Process Analysis; Network Analysis; Aptitude Treatment Interaction; Case Studies; Interviews; Observation; Content Analysis; Professional Development; Computer Mediated Communication; Foreign Countries; Program Effectiveness; Finland + Suchen Sie Ihr Suchwort? Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Prozessanalyse; Netzplantechnik; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Computerkonferenz; Ausland; Finnland
Abstract	This paper analyses the use of various communication channels in science teachers' professional development project aiming to develop versatile uses for ICT (Information and Communication Technologies) in science teaching. A teacher network was created specifically for this project, and the researchers facilitated three forms of communication concentrating on the topic of ICT in science teaching. The three forms of communication were face-to-face interaction, mediated interaction, and mediated quasi-interaction. Based on case study data and participating teachers' self evaluation, during the course of the project, the use of ICT in science teaching increased. As predicted, face-to-face communication appeared to be felt more effective than mediated interaction or mediated quasi-interaction. However, informal discussions in small groups turned out to be more important than expected. The results suggest that the design of future professional-development projects should make room for more informal communication. (Contains 6 tables.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10