Technology Integration in a Science Classroom: Preservice Teachers’ Perceptions

Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

“…It turns out, 19.7% of the preservice teachers in the study perceived technology integration as Reigeluth and Joseph's (2002) technology transformation and Ertmer's (2005) technology integration concepts, while 80.2% of them saw technology integration as adding technological tools into the learning setting. This number of participants (80.2%) shows that preservice teachers' perceptions in this study coincide with the definition of technology integration provided by Rehmat and Bailey (2014). Appropriate selection of technology within a lesson to use and accordingly bringing appropriate technology into the learning setting correspond technology integration in the eyes of teacher candidates.…”

“…In Coleman's (2015) study, middle school mathematics teachers defined technology integration as "using technology to supplement and drive instruction" and as "visuals for the students." Rehmat and Bailey (2014) defined technology integration in the context of their study with the help of TPACK model as "The appropriate selection and use of technology within a science lesson or unit to facilitate or enhance student learning of the content." Also, Cullen and Greene (2011) in the context of their study defined technology integration as "The use of technology in a teacher's regular teaching and curricular plans."…”

“…Abbitt's (2011) study showed that an educational technology course, which emphasizes the practical experiences is a need to improve preservice teachers' skills and abilities in terms of technology integration. Rehmat and Bailey (2014) pointed out that a course on education technology would be helpful for learners' understanding regarding technology integration. For this, thoughts of preservice teachers, who took a course related to technology integration should be investigated.…”

Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology

“…Lemon and Garvis (2016) Research on pre-service teachers' self-efficacy beliefs could give insight on their confidence to integrate technology and design better pre-service teacher training Attitude Omwenga and Nyabero (2016) Findings indicated that for a supportive school culture in primary education, digitally competent leaders, technical help and encouragement were required to integrate technology School culture Orlando and Attard (2016) The new generation of teachers are digital natives, and could communicate better with students. These teachers also experienced device conflict since they were still learning how to use technology in their teaching practice Knowledge Attitude Tondeur et al (2016) Teachers were more motivated to use technology when they were respected and valued for their work School culture Attitude Barak (2014) The attitudes and perceptions of two cohort teachers' groups were examined towards the integration of technology in their practices Attitude Brun (2014) Improvement in technology integration was required, since teachers used the same technical resources, computers and projectors, and delivered their lessons in a 'traditional' way School culture Skills Rehmat and Bailey (2014) Using explicit instruction during a pre-service teachers' course, positive changes in beliefs and behaviours towards technology integration were identified Attitudes Skills Sun et al (2014) Teachers' enactments influenced the students' understanding of concepts and participation in collaborative science inquiry lesson Skills Aesaert et al (2013) Research differentiated between knowledge on traditional curricula and curricula with technology; the latter were more complex and varied, and allowed for innovation in the subject content presented in the classroom Knowledge Gu et al (2013) Differences in teachers' usage of technology found related to different years in service Knowledge Attitude Hsu and Kuan (2013) Results found that the most contributing factor to technology integration was the school support and the provided training School culture Lenters and Winters (2013) Engaged students in multimodal digital storytelling to create creative expressions in literacy Skills (2010) It was found that one of the important factors to integrate technology was the teachers' readiness to use it. Novice teachers experienced higher readiness than veterans Knowledge most influential factors to technology integration.…”

“…Technology was looked upon as a tool to help teachers deliver a better lesson, but with experience, it was considered for the educational development of the students (Wake and Whittingham 2013). Further training preservice teachers with explicit instructions, fostered positive changes in their beliefs and behaviours towards technology integration (Rehmat and Bailey 2014). Research on pre-service teachers' self-efficacy beliefs could give insight on their confidence to integrate technology and allow for better pre-service teacher training (Lemon and Garvis 2016) while on the other hand effective technology training could contribute towards developing teachers' positive attitudes and perceptions (Apeanti 2016).…”