2013
DOI: 10.1080/21532974.2013.10784715
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Secondary Science Teachers’ Use of Technology in the Classroom during Their First 5 Years

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Cited by 61 publications
(40 citation statements)
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“…While Fisher, Denning, Higgins and Loveless [19] stated that to support learning, teachers use technology for distributed thinking and knowing, engagement and motivation, communication and knowledge building, other studies reported that teachers use technology to give students practice on content and skills, use examples that are familiar to students when explaining things, use the Internet to find activities or content for class, create learning materials for students on the computer or assess student learning on instructional objectives [20,21]. Furthermore, Bang and Luft [22] concluded that teachers used PowerPoints for teacher-centered lecture-style classes, whole-class setting arrangements or reviewing facts for exams; they used websites mostly for one-way communication during their science teaching by either showing video clips or pictures found on relevant sites to help students understand the scientific facts they learned; on the other hand, they did not use websites nearly as often for generating class discussions promoting collaborative learning or creating knowledge. Therefore, it is emphasized by some researchers that a majority of teachers use technology to support low-level curricular task for assisting traditional teaching and learning, not necessarily for high-level tasks to engage learners as active contributors to the learning process [22,23].…”
Section: Technology Use In Teachingmentioning
confidence: 99%
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“…While Fisher, Denning, Higgins and Loveless [19] stated that to support learning, teachers use technology for distributed thinking and knowing, engagement and motivation, communication and knowledge building, other studies reported that teachers use technology to give students practice on content and skills, use examples that are familiar to students when explaining things, use the Internet to find activities or content for class, create learning materials for students on the computer or assess student learning on instructional objectives [20,21]. Furthermore, Bang and Luft [22] concluded that teachers used PowerPoints for teacher-centered lecture-style classes, whole-class setting arrangements or reviewing facts for exams; they used websites mostly for one-way communication during their science teaching by either showing video clips or pictures found on relevant sites to help students understand the scientific facts they learned; on the other hand, they did not use websites nearly as often for generating class discussions promoting collaborative learning or creating knowledge. Therefore, it is emphasized by some researchers that a majority of teachers use technology to support low-level curricular task for assisting traditional teaching and learning, not necessarily for high-level tasks to engage learners as active contributors to the learning process [22,23].…”
Section: Technology Use In Teachingmentioning
confidence: 99%
“…Furthermore, Bang and Luft [22] concluded that teachers used PowerPoints for teacher-centered lecture-style classes, whole-class setting arrangements or reviewing facts for exams; they used websites mostly for one-way communication during their science teaching by either showing video clips or pictures found on relevant sites to help students understand the scientific facts they learned; on the other hand, they did not use websites nearly as often for generating class discussions promoting collaborative learning or creating knowledge. Therefore, it is emphasized by some researchers that a majority of teachers use technology to support low-level curricular task for assisting traditional teaching and learning, not necessarily for high-level tasks to engage learners as active contributors to the learning process [22,23].…”
Section: Technology Use In Teachingmentioning
confidence: 99%
“…Besides, the development must be supported with actual teaching experience and prospective teachers should be directed to reflect on their TPACK concerning the use of technology and the incorporation of higher-order thinking skills (OttenbreitLeftwich and Brush, 2011;Bang and Luft, 2013;Wu and Wang, 2015), with ELT focus.…”
Section: Implications and Suggestions For Future Researchmentioning
confidence: 99%
“…However, websites are rarely used for generating class discussions promoting collaborative learning or creating knowledge (Cetin-Berber and Erdem, 2015). Hence, it is revealed that a majority of teachers use technology to support low-level curricular task for assisting traditional teaching and learning, rather than for high-level tasks to engage learners as active contributors to the learning process (Ottenbreit-Leftwich and Brush, 2011;Bang and Luft, 2013).…”
Section: Introductionmentioning
confidence: 99%
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