Science Teachers’ Views and Applications of Technology-Based Teaching

Abstract

The e-Learning Research Network recognizes the contribution of many in the evolution of the Research Network. The principal role of the Advisory Board has been, and is, to drive the overall intellectual direction of the Research Network. A full list of members can be found at https://ubi-learn.com/about/advisory-board. PEER REVIEWArticles published in Ubiquitous Learning: An International Journal are peer reviewed using a two-way anonymous peer review model. Reviewers are active participants of the e-Learning Research Network or a thematically related Research Network. The publisher, editors, reviewers, and authors all agree upon the following standards of expected ethical behavior, which are based on the Committee on Publication Ethics (COPE) Core Practices. More information can be found at: https://ubi-learn.com/journal/model.

Pre-Service Teachers' Perspectives towards the Use of GammaTutor in Teaching Physical Sciences in South African Secondary Schools

“…There has been considerable debate in education regarding integrating technological tools into daily practice. The necessity of employing technological tools in teaching and learning has been widely publicised (Koopman et al, 2020;Santos & Castro, 2021;Walan, 2020). According to Goldin and Katz (2018), technological tools enable learners to work at an appropriate level for their learning needs and cooperate more efficiently.…”

Aprendizaje activo y significativo sobre circuitos eléctricos mediante simulaciones computacionales PHET en estudiantes de nivel medio superior

“…El ABT ha venido a trascender las fronteras de la educación, pues ahora las aulas de clases se encuentran en el ciberespacio, y el aprendizaje de diversas disciplinas se puede facilitar al utilizar recursos tales como computadoras que registran los datos en tiempo real, y mediante software especializado se pueden analizar, construyendo gráficas en dos y tres dimensiones, y modelos matemáticos que permiten explicar fenómenos naturales. La tecnología como tal no sustituye a los profesores, estos son facilitadores para mediar el uso de la tecnología con los estudiantes (Koopman, 2020). Se reportan buenos resultados del ABT en diferentes niveles educativos, pero se alerta en cuanto a su uso excesivo el cual puede afectar al role del profesor (Roy, 2019).…”