Secondary Science Teachers' Use of Microcomputers During Instruction

Abstract

One hundred seventy‐nine secondary science department chairs answered a 20‐item questionnaire concerning the nature and extent of microcomputer use in science instruction in their respective schools. The national sample represented schools in rural, urban, and suburban settings, as well as all geographic regions of the country. Analyses of data revealed that 47% of the secondary science teachers did not use microcomputers during instruction, 40% used them occasionally, and 13% used them in one or more lessons each week. The most frequent applications were simulations (70%), graphing packages (63%), and probes for collecting laboratory data (56%). In addition, 76% of the respondents indicated that microcomputers have had an impact on science laboratory activities in their schools. The department chairs also listed their perceived reasons as to why teachers in their departments did or did not integrate microcomputer use into their science instruction.

Science Education Trajectories: Charting the Course for Teachers, Educators, Researchers, and Policymakers

“…Department Heads/Chairs are vital within schools, as these senior colleagues must direct, promote, and support teaching and learning across the department and be responsive to individuals' needs (Melville et al, 2001;Turner, 2003). Studies of Department Heads/Chairs report on the experiences of Department Heads with colleagues, their personal experiences in the role, and their engagement in a professional development process that leads to being a Department Head (Khourey-Bowers, Dinko, & Hart, 2005;Lehman, 1994;Melville et al, 2011;Peacock, 2014). Collectively, these studies point to a potential trajectory that includes knowledge, practices, and attributes associated with becoming and being a Department [Insert Table 1 About Here]…”

Technology Capacity Building for Preservice Teachers through Methods Courses

“…With the promotion and support for the use of technology from educational governments and non-governmental organizations, most schools have been equipped with certain kinds of technologies in USA (NCES, 2000(NCES, , 2006(NCES, , 2010 and in Canada (Plante & Beattie, 2004). Access to technology, once identified as one of the major barriers to teachers' use of technology (Fabry & Higgs, 1997;Lehman, 1994), has become a less critical issue. Regarding the effectiveness of using technology in teaching, scholars have documented that the use of ICT is changing the ways some teachers teach (Reid, 2006), and there is not much disagreement that ICT can enhance teaching and learning in schools.…”