Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens

Mishra, Chandrani; Ha, Sang Jin; Parker, Loran Carleton; Clase, Kari

doi:10.1002/bmb.21242

Cited by 15 publications

(11 citation statements)

References 46 publications

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“…Science learning, although using ICT media certainly cannot be separated from the scientific stage, this is done to improve students' cognitive skills and motivation to learn. Mishra et al (2019) said that practical work in science education is a unique resource to the learning of scientific knowledge and processes, to the development of important tools and cognitive skills and to enhance students' motivation. Ferreira (2018) reinforces that the social context of the school on science teachers' practices, in terms of the structural and interactional characteristics of the practices and of the level of complexity of knowledge and skills they promote, specifically in the case of practical work contexts.…”

Section:  Results and Discussionmentioning

confidence: 99%

TPACK’s Understanding Analysis of Physics Teachers in Using Learning Media

Mulhayatiah

Suhendi

Windayani

2020

JPP

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Analysis of TPACK's understanding physics teachers in using learning media. This study aims to determine the use of learning media used by physics teachers in the learning process. This research method is qualitative with research instruments in the form of questionnaires, document analysis and interviews. The study sample consisted of 60 physics teachers in West Java. The results of the study show that the majority of physics teachers still use Power Point media as the main media, then use electronic references, and interactive multimedia. Based on the media compilation process, almost most of them directly use existing media. The main reason is the lack of training gained by teachers in developing learning media. The conclusion of this study is that physics teachers still need technology and pedagogic knowledge in learning.

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Section:  Results and Discussionmentioning

confidence: 99%

TPACK’s Understanding Analysis of Physics Teachers in Using Learning Media

Mulhayatiah

Suhendi

Windayani

2020

JPP

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“…Common barriers to technology have been investigated, including lack of knowledge, skills, confidence, access, and time (Dinçer, 2018;Kopcha, 2012;Lawrence & Tar, 2018). Also, the conceptual belief of the teachers who perceive that technology is too sophisticated impedes the acceleration of the integration of the technology (Mishra et al, 2019). In line with our study, An & Reigeluth (2011) suggested that implementing professional development is one of five strategies that should be conducted to overcome the general barriers such as knowledge and skills of integrating computational technology for instructional purposes in K-12 schools.…”

Section: Resultsmentioning

confidence: 99%

Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization

Saudale

Lerrick

Parikesit

et al. 2019

JPII

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Recent advances in cheminformatics and bioinformatics research have generated software and computational tools for molecular modeling and visualization that can be incorporated to improve chemistry teaching and learning in high school. Nevertheless, there have never been any study simultaneously reporting chemistry teachers' awareness, understanding, and confidence toward contemporary computer-aided molecular modeling and visualization tools. This study examined 32 high school chemistry teachers' knowledge, understanding and confidence toward nine new computational programs on molecular modeling and visualization namely ChemDraw, HyperChem, UCSF Chimera, Marvin Sketch, PsiPred, MBC (PS2), Rampage, Vienna RNA Package and Mode RNA following two days of professional workshop-based training. After completing the training and assessments, the teachers showed an enhancement in awareness, understanding, and confidence toward those nine computational programs. Intensive activities consisting of theoretical lectures, hands-on practices, assignments, and case study presentations seem to provide valuable resources to the increase in teachers' knowledge, understanding, and skill that incorporates computational technology. Hence, the impact of this research pointed toward the value of teachers' professional development that creates a platform to reduce the barriers of access, resources, knowledge, and skills. This study is expected to help improving teachers' awareness, understanding, and confidence necessarily required for further implementation of available technology for instructional purposes.

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“…Teachers need to be trained to use new technologies, and they need to be prepared to effectively integrate them into the curriculum to meet the diverse and changing needs of students 16 . There is a need for new professional development to model effective ways to help teachers become comfortable using technology 17 . As a result of all these changes school districts are facing, it is imperative that leaders are preparing teachers by offering continuous support in the form of professional development or teacher training which will enable them to stay abreast with the new forms of technology.…”

Section: Technology Training and Professional Developmentmentioning

confidence: 99%

Western Pacific Teachers’ Perceptions of Implementing Technology in the Classroom

Indalecio¹

2022

ijsshr

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At a Western Pacific Region school district with six public high schools, district administrators implemented an educational technology training program (ETTP) to improve technology integration in the classroom as measured by the Effective Learning Environments Observation Tool, but there was no follow-up to determine how the teachers perceived the ETTP and to identify the experiences of teachers related to instructional technology after taking the district training. This basic qualitative study, guided by the technology acceptance model, addressed this problem in the district by exploring how the teachers perceived the technology professional development program provided by the district and the teachers’ experiences related to instructional technology after taking the district training. The purposeful sample included 13 Western Pacific Region high school teachers who were interviewed via Zoom. Data were analyzed using thematic analysis to create codes, categories, and themes. The participants perceived the ETTP as helpful because they learned new tools and increased their confidence in using technology in their classrooms. Results showed that after completing the ETTP, teachers still needed content-specific technology training and continuous professional development. High school teachers expressed the need for these trainings to continue integrating technology using up-to-date technology tools. Rethinking science professional development is one potential form of social change.

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Describing teacher conceptions of technology in authentic science inquiry using technological pedagogical content knowledge as a lens

Cited by 15 publications

References 46 publications

TPACK’s Understanding Analysis of Physics Teachers in Using Learning Media

TPACK’s Understanding Analysis of Physics Teachers in Using Learning Media

Chemistry Teachers’ Awareness, Understanding, and Confidence toward Computational Tools for Molecular Visualization

Western Pacific Teachers’ Perceptions of Implementing Technology in the Classroom

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