Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice

Abstract

The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of interviews with the teachers. For analysis, a modified version of the Technological Pedagogical and Content Knowledge framework was used. The results showed the science teachers’ general approach in the classroom and revealed that they were self-confident in using digital technology, and utilised predetermined digital study material and, when it was felt necessary, supplemental materials. The teachers were positive about using digital technology since they thought it motivated their students and made assessment easier. The teachers claimed that digital technology had improved their teaching, providing more breadth because of access to varied digital tools; teaching had also become more individualised. Few differences were identified between different lessons, whether in physics, chemistry or biology, and unfortunately the identified relationship between the use of digital technology and content knowledge was limited. The teachers also reflected on the challenges they faced, especially in supporting low-achieving students and effectively using inquiry-based teaching through digital technology. Despite some acknowledged limitations, the study enhances our knowledge about how the Technological Pedagogical Content Knowledge framework can be used as an analytical tool in authentic teaching, with specific contexts and, above all, when education is largely based on the comprehensive use of digital technology rather than its occasional integration.

The Impact of Guided Inquiry Learning with Digital Swing Model on Students’ Generic Science Skill

“…The better achievement of the experimental class GSS is strongly suspected due to the use of digital swings in practical activities. Good practice teaching aids have an impact on the motivation and fluency of practicum activities (Furberg, 2016;Susilawati et al, 2018;Walan, 2020). In this study, the use of digital swings makes practical activities simpler, and students are happy in implementing their learning, which means the impact of the use of digital swing props on students' GSS is real.…”

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

“…This, in turn, results in a lack of sufficient digital skills in using technology (thus, digital exclusion). Walan's (2020) study observed that assisting students during lessons to overcome skills deficiency in using technology results in loss of the teaching time.…”

“…Using technology has inherent advantages. According to Walan (2020), the use of technology allows students to present information in quizzes and group discussions and get immediate feedback. Walan (2020) also observed that different technology tools promote variations in teaching.…”

“…According to Walan (2020), the use of technology allows students to present information in quizzes and group discussions and get immediate feedback. Walan (2020) also observed that different technology tools promote variations in teaching. Studies have showed that WhatsApp support collaborative learning where information is shared among students (in line with the social cognitive theory of learning), hence, increased access to educational resources regardless of distance (Rambe & Chipunza, 2013;Maphosa, Dube & Jita, 2020).…”

Möjligheter och utmaningar med digitala verktyg i undervisning om naturvetenskap

“…För att få mer kunskap inom det här området följde forskaren Susanne Walan under en hel termin två lärare och deras klasser i årskurs 7 [1]. Undersökningen genomfördes på en skola där varje elev hade en bärbar dator, där alla klassrum var utrustade med projektor och SMARTboard, och där lärarna i alla ämnen sedan ett halvår tillbaka undervisade med hjälp av digitala läromedel.…”