Technology, text, and talk: Students' perspectives on teaching and learning in a technology-enhanced secondary science classroom

Pedretti, Erminia; Mayer‐Smith, Jolie; Woodrow, Janice E. J.

doi:10.1002/(sici)1098-237x(199809)82:5<569::aid-sce3>3.0.co;2-7

Cited by 45 publications

(20 citation statements)

References 23 publications

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“…They were of the opinion that technology motivates students and when students are motivated they will learn better and more effectively. The motivational factor in learning using computers has been well documented in numerous studies (Kromhout & Butzin, 1993;Dywer, 1994;Nastasi & Clements, 1994;Pedretti et al, 1998;Ng & Gunstone, 2002). Other large-scale studies, such as the ImpaCT2 project (Becta, 2003) carried out in the UK, provide further support of student motivation related to computer usage.…”

Section: Attitude Data Analysismentioning

confidence: 98%

Science and computer-based technologies: attitudes of secondary science teachers

Gunstone

2003

Research in Science & Technological Education

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As is the case with most developed countries, pressures from various sectors of society have seen computers make a big presence in Australian education systems in the last decade. In the state of Victoria, integrating learning technology (LT) into all key learning areas of every school's curriculum has been a priority policy of governments. Over the last 8-10 years, large amounts of money have been provided to set schools up with computers and associated technologies. In the area of science, a range of LT resources is available for use in the teaching and learning processes in the classroom. However, there has been limited evaluation into teachers' attitudes towards, and types of, methodology and effectiveness of usage of computer-based technologies in knowledge construction. Using both quantitative and qualitative methods, a study aimed at identifying science teachers' opinions and practices with the use of computer-based technologies in their teaching has been carried out in Victorian government schools. The focus of this paper is on the attitudes of these science teachers towards the use of computer-based technologies in their teaching. The study showed that most teachers have embraced the introduction of these technologies into the school structure well and are generally positive about their potential in the classroom. However, their use in the classrooms is infrequent and often on an ad hoc basis. A range of obstacles preventing the use of these technologies are identified and discussed in this paper.

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Section: Attitude Data Analysismentioning

confidence: 98%

Science and computer-based technologies: attitudes of secondary science teachers

Gunstone

2003

Research in Science & Technological Education

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“…In North America, the Technology-Enhanced Secondary Science Instruction (TESSI) project, where a wide range of technology was fully integrated with carefully structured teaching approaches, has reported findings that pupils in IT-rich settings began to work in more independent ways (Pedretti et al 1998). These researchers have identified the importance of the social dimension in pupils' personal response to this learning environment.…”

Section: Prospects For Ict From Researchmentioning

confidence: 99%

Data-logging in practical science: research and reality

Newton

2000

International Journal of Science Education

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Considerable importance has been attached to the use of computer-based approaches to UK science teaching. Data-logging techniques have been available for some time but, despite research findings identifying their benefits, they appear to be under-used. This article sets out some of these benefits and describes research into routine use of data-logging in some UK secondary schools. The interview data presented reveal that implementation of data-logging in classrooms is not straightforward. It is shaped by a complex set of influences including provision of resources, planning strategies and the level of teachers' understandings of the scope and potential of data-logging activities. It is argued that these issues need to be better understood in teacher's own educational contexts if the higher order benefits of data-logging for pupils are to be secured.

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“…The multiple uses of the IWB have been detailed by numerous educators (Landis, 2005;Loschert, 2004;Ziolkowski, 2004 In addition to researching the general effects of technology on education, it is also imperative to research effects in specific subject areas. Research has been performed on students' perceptions of technology in the science classroom (Donaldson, 2001;Lehman & Brickner, 1996;Pedretti et al, 1998;Spicer & Stratford, 2001;Wellington, 1999aWellington, , 1999b. However, the IWB has not been specifically considered in the research conducted.…”

Section: Discussionmentioning

confidence: 99%

“…Pedretti, Mayer-Smith, and Woodrow (1998) analyzed student views relative to technology. They found that students viewed technology as valuable and stimulating to the learning process.…”

Section: One Aspect Of Flourishing Technology In Schools Is Informatimentioning

confidence: 99%

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Student Perceptions of Interactive Whiteboards in a Biology Classroom

Schut¹

2007

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This qualitative study provides student perceptions of interactive whiteboard (IWB) use in a secondary biology classroom. The use of the IWB was alternated with the overhead on an ABAB and BABA design in two classrooms. The study was based on semi-structured interviews of thirty-six individuals, representing a sample of rural, high school students. Interview questions focused on three constructs: benefits, limitations, and suggestions for improvement. Analyzing the results ascertained that students found the IWB to be interesting because it was engaging and offered multimedia aspects.Students also reported the IWB to improve instruction through enhanced visuals and notes. Limitations and areas for improvement also were noted. These results can be used to inform educators on possible applications of the IWB's use.

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Technology, text, and talk: Students' perspectives on teaching and learning in a technology-enhanced secondary science classroom

Cited by 45 publications

References 23 publications

Science and computer-based technologies: attitudes of secondary science teachers

Science and computer-based technologies: attitudes of secondary science teachers

Data-logging in practical science: research and reality

Student Perceptions of Interactive Whiteboards in a Biology Classroom

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