Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study

Klieger, Aviva; Ben-Hur, Yehuda; Bar-Yossef, Nurit

doi:10.1007/s10956-009-9191-1

Cited by 25 publications

(11 citation statements)

References 12 publications

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“…Based on the findings of the current study, more than half of the pre-service science teachers support the view that hands-on lab environment is more appropriate than online labs for teaching conceptual knowledge since students are more active during the experiment which means that they act as 'real' scientists in such lab environment. In another study done by Klieger, Ben-Hur and Bar-Yossef (2010), they concluded that junior high school teachers had difficulties about computer integration in laboratory work and technical problems. In our study, pre-service science teachers based their views on a constructivist learning approach which claims that students learn better by hands-on activities.…”

Section: Discussionmentioning

confidence: 99%

Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

Kapıcı

Akçay

2018

WJET

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Learning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in order to reveal pre-service science teachers' preferences for hands-on or online laboratory environments. Participants of the study were 41 pre-service science teachers who were enrolled in a 13-week course on laboratory applications in science education. Findings showed that more than half of the pre-service science teachers would prefer to use hands-on laboratory environments for both conceptual teaching in their classrooms and to develop their students' science process skills. The reasons behind their choices are discussed.

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Section: Discussionmentioning

confidence: 99%

Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

Kapıcı

Akçay

2018

WJET

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“…In particular, these overcame the potentially obstructive role of some forms of ICT by focusing pupils' attention onto underlying learning objectives''. Kleiger, Ben-Hur and Bar-Yossef (2010) show that teachers see subject-matter training as the most relevant component for developing ICT competencies and, in addition, they prefer face-to-face meetings in their schools. In a study reported in 2007, Dunleavy, Dextert and Heinecket concluded:…”

Section: Aimmentioning

confidence: 99%

Teachers’ subject competence in digital times

Kroksmark

2015

Education Inquiry

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The study aims to generate new knowledge regarding how subject teachers in children's and young people's education conceive of the didactic relationship between their own subject knowledge and the computer's infinite possibilities concerning information and knowledge.The theoretic frames of the study lie within modern phenomenology with special inspiration from the concept of the life-world. This applies to both the relationship among subject knowledge, technology and human beings, and the theory of science and methodological instrumentation and analysis.The empirical turn of the life-world phenomenology makes it possible to collect data through research interviews. The study comprises 41 teachers in five different schools who have worked in One-to-One environments for varying lengths of time, between 24 and 36 months.The analysis of the interviews shows that the teachers perceive and distinguish 11 different qualities compiled in three main categories where they describe the didactic relationship between their own subject knowledge and the computer's infinite potential concerning information and knowledge.

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“…Innovations may fail for a variety of reasons, including a lack of reliable technology and inadequate teacher training [3,22,23]. Well-trained technology staff can assist teachers when technology fails, though teachers must also have sufficient professional development experience with the tools so as to feel comfortable using them in their daily classroom activities.…”

Section: Factors Affecting Technology Integrationmentioning

confidence: 99%

“…8), rather than focusing on specific technical skills. Reference [22] notes the importance of the disciplinary community in professional development. For science teachers, professional development experiences should showcase how the IWB can be used to support teaching and learning in science.…”

Section: Paper Interactive Whiteboard Use In High-tech Science Classrmentioning

confidence: 99%

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

Stroud¹,

Drayton²,

Hobbs³

et al. 2014

Int. J. Emerg. Technol. Learn.

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Abstract-Interactive whiteboard (IWB) use has been associated with increased student motivation, engagement, and achievement, though many studies ignore the role of the teacher in effecting those positive changes. The current study followed the practice of 28 high school science teachers as they integrated the IWB into their regular classroom activities. The extent of teachers' adoption and integration fell along a continuum, from the technologically confident "early adopter" to the low-use "resistant adopter." Patterns of use are explored by extracting data from representative teachers' practice. Science-specific benefits of IWB use, barriers to integration, and lessons learned for professional development are discussed.

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Integrating Laptop Computers into Classroom: Attitudes, Needs, and Professional Development of Science Teachers—A Case Study

Cited by 25 publications

References 12 publications

Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

Choices of pre-service science teachers laboratory environments: Hands-on or hands-off?

Teachers’ subject competence in digital times

Interactive Whiteboard Use in High-Tech Science Classrooms: Patterns of Integration

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