SpringerLink
Log in

Technology Integration in a Science Classroom: Preservice Teachers’ Perceptions

  • Published:
Journal of Science Education and Technology Aims and scope Submit manuscript

Abstract

The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers’ conceptions of technology integration, this research study explored 15 elementary science methods students’ definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students’ technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Germany)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abbitt JT (2011) An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. J Digit Learn Teach Educ 27(4):134–143

    Article  Google Scholar 

  • Adams LG (2011) Engaging middle school students with technology: using real-time data to test predictions in aquatic ecosystems. Sci Scope 34(9):32–38

    Google Scholar 

  • Anderson SE, Maninger RM (2007) Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. J Educ Comput Res 37(2):151–172

    Article  Google Scholar 

  • Bailey JM, Pomeroy JR, Shipp S, Shupla C, Slater SJ, Slater TF, Stork D (2011) Three methods of using online space data to support inquiry. The Classroom Astronomer 2(3):20–23

  • Bandura A (1997) Self-efficacy: the exercise of control. W. H. Freeman, New York

    Google Scholar 

  • Barron AE, Kemker K, Harmes C, Kalaydijian K (2003) Large-scale research study on technology in K-12 schools: technology integration as it relates to the national technology standards. J Res Technol Educ 35:489–507

    Article  Google Scholar 

  • Bingimlas KA (2009) Barrier to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia J Math Technol Educ 5(3):235–245

    Google Scholar 

  • Brandenberg A (2000) My five senses. HarperCollins Publisher, New York

  • Bybee RW, Taylor JA, Gardner A, Van Scotter P, Powell JC, Westbrook A, Landes N (2006) The BSCS 5E instructional model: origins, effectiveness, and applications. Executive summary. BSCS, Colorado Springs. http://www.bscs.org/pdf/bscs5eexecsummary.pdf. Accessed 23 June 2011

  • Chen CH (2008) Why do teachers not practice what they believe regarding technology integration? J Educ Res 102(11):65–75

    Article  Google Scholar 

  • Creswell JW (2007) Qualitative inquiry and research design: choosing among five traditions, 2nd edn. Sage Publications, Thousand Oaks

    Google Scholar 

  • Cullen TA, Greene BA (2011) Preservice teachers’ beliefs, attitudes, and motivation about technology integration. J Educ Comput Res 45(1):29–47

    Article  Google Scholar 

  • Ertmer PA (2005) Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Education Tech Research Dev 53(4):25–39

    Article  Google Scholar 

  • Foulger TS, Buss RR, Wetzel K, Lindsey L (2012) Preservice teacher education benchmarking a standalone ed tech course in preparation for change. J Digit Learn Teach Educ 29(2):48–58

    Article  Google Scholar 

  • Fullan M (2012) Stratosphere: integrating technology, pedagogy, and change knowledge. Pearson Canada Inc, Don Mills

    Google Scholar 

  • Glesne C (2006) Becoming qualitative researchers: an introduction qualitative research, 3rd edn. Allyn & Bacon, Boston

    Google Scholar 

  • Goldenberg LB (2011) What students really want in science class. Sci Teach 78(6):52–55

    Google Scholar 

  • Gray L, Thomas N, Lewis L (2010) Teachers’ use of educational technology in U.S. public schools: 2009. First look. (NCES 2010-040). National Center for Education Statistics, Jessup

  • Harris J, Mishra P, Koehler M (2009) Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. J Res Technol Educ 41(4):393–416

    Article  Google Scholar 

  • Hernández-Ramos P (2005) If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. J Res Technol Educ 38:39–65

    Article  Google Scholar 

  • Hite AS (2005) Are we there yet? A study of K-12 teachers’ efforts at technology integration. Ph.D. dissertation, The University of Pennsylvania, United States–Pennsylvania. Retrieved 2 April 2012, from Dissertation and Thesis: Full Text (Publication No. AAI3168028)

  • Hsieh HF, Shannon SE (2005) Three approaches to qualitative content analysis. Qual Health Res 15(9):1277–1288

    Article  Google Scholar 

  • Hughes KE (2008) A mixed methods case study of the influence of teacher professional development for technology integration on subsequent student achievement. Ph.D. dissertation, The University of Oklahoma, United States–Oklahoma. Retrieved 23 Jan 2012, from Dissertations and Theses: Full Text (Publication No. AAT 3304229)

  • Jang SJ, Chen KC (2010) From PCK to TPACK: develo** a transformative model for pre-service science teachers. J Sci Educ Technol 19(6):553–564

    Article  Google Scholar 

  • Kennedy MM (1999) The role of preservice teacher education. In: Darling-Hammond L, Sykes G (eds) Teaching as the learning profession: handbook of teaching and policy. Jossey Bass, San Francisco, pp 54–86

    Google Scholar 

  • Lee H, Linn MC, Varma K, Liu OL (2010) How do technology-enhanced inquiry science units impact classroom learning? J Res Sci Teach 47(1):71–90

    Article  Google Scholar 

  • Lei J (2009) Digital natives as preservice teachers: what technology preparation is needed? J Comput Teach Educ 25(3):87–97

    Google Scholar 

  • Lichtman M (2010) Qualitative research in education: a user’s guide, 2nd edn. Sage, Thousand Oaks, CA

    Google Scholar 

  • Littrell AB, Zagumny MG, Zagumny LL (2005) Contextual and psychological predictors of instructional technology use in rural classrooms. Educ Res Q 29:37–47

    Google Scholar 

  • Loucks-Horsley S, Hewson PW, Love N, Stiles K (1998) Designing professional development for teachers of science and mathematics. Corwin Press, Thousand Oaks, CA

    Google Scholar 

  • Matzen NJ, Edmunds JA (2007) Technology as a catalyst for change: the role of professional development. J Res Technol Educ 39(4):417–430

    Article  Google Scholar 

  • McMahon G (2009) Critical thinking and ICT integration in a Western Australian secondary school. Educ Technol Soc 12(4):269–281

    Google Scholar 

  • Mishra P, Koehler MJ (2006) Technological pedagogical content knowledge: a framework for teacher knowledge. Teach Coll Rec 108(6):1017–1054

    Article  Google Scholar 

  • National Research Council (1996) National science education standards. National Academy Press, Washington, DC

    Google Scholar 

  • National Research Council (2012) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC

    Google Scholar 

  • Norris C, Sullivan T, Poirot J, Soloway E (2003) No access, no use, no impact: snapshot surveys of educational technology in K-12. J Res Technol Educ 36:15–27

    Article  Google Scholar 

  • O’Bannon B, Judge S (2004) Implementing partnerships across the curriculum with technology. J Res Technol Educ 37:197–213

    Article  Google Scholar 

  • Oblinger DG, Oblinger JL (2005) Educating the net generation. Jossey-Bass, Boulder, CO

    Google Scholar 

  • Pajares MF (1992) Teacher beliefs and educational research: cleaning up a messy construct. Rev Educ Res 62:307–332

    Article  Google Scholar 

  • Pan AC, Carroll SZ (2002) Preservice teachers explore instructional software with children. Educ Forum 66(4):371–379

    Article  Google Scholar 

  • Park SH, Ertmer PA (2007) Impact of problem-based learning on teachers’ beliefs regarding technology use. J Res Technol Educ 40(2):247–267

    Article  Google Scholar 

  • Price CA, Lee H-S (2013) Changes in participants’ scientific attitudes and epistemological beliefs during an astronomical citizen science project. J Res Sci Teach 50(7):773–801

    Article  Google Scholar 

  • Rice FP, Dolgin KG (2008) The adolescent: development, relationships, and culture, 12th edn. Pearson Education, Upper Saddle River, NJ

    Google Scholar 

  • Roschelle J, Abrahamson L, Penuel W (2004) Integrating classroom network technology and learning theory to improve classroom science learning: a literature synthesis. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA

  • Sang G, Valcke M, van Braak J, Tondeur J (2010) Student teachers’ thinking processes and ICT integration: predictors of prospective teaching behaviors with educational technology. Comput Educ 54(1):103–112

    Article  Google Scholar 

  • Sivertsen ML (1993) Transforming ideas for teaching and learning science: a guide for elementary science education. U.S. Department of Education, Washington (ERIC Reproduction Service No. ED 362 417)

  • Wang F, Kinzie MB, McGuire P, Pan E (2010) Applying technology to inquiry-based learning in early childhood education. Early Childhood Educ J 37(5):381–389

    Article  Google Scholar 

  • Wang L, Ertmer PA, Newby TJ (2004) Increasing preservice teachers’ self-efficacy beliefs for technology in integration. J Res Technol Educ 36(3):231–250

    Article  Google Scholar 

  • Watson SJ (2007) A national primer on K-12 online learning. http://www.inacol.org/cms/wp-content/uploads/2012/11/iNACOL_NationalPrimerV1_2007.pdf. Accessed 1 Jan 2012

Download references

Author information

Authors and Affiliations

  1. Department of Teaching and Learning, University of Nevada, Las Vegas, 4505 S. Maryland Parkway, Box 453005, Las Vegas, NV, 89154-3005, USA

    Abeera P. Rehmat

  2. Temple University, Philadelphia, PA, USA

    Janelle M. Bailey

Authors
  1. Abeera P. Rehmat
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Janelle M. Bailey
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Abeera P. Rehmat.

Appendix: Preservice Teachers Technology Integration Survey

Appendix: Preservice Teachers Technology Integration Survey

Demographic

Gender: male _____ female _____

Race/ethnicity

_____American Indian/Native American

_____Asian

_____Black/African American

_____Hispanic/Latino

_____White/Caucasian

_____Pacific Islander

_____Other

1. How do you define technology? Give examples of technology and its uses in everyday life?

2. Explain how you have utilized technology in your everyday life?

3. What are your thoughts regarding technology integration in science?

4. If you used technology before, how did you plan to integrate it into a classroom setting?

5. Do you feel technology is beneficial to enhance society and beneficial when used to boost student learning in science?

6. Do you plan to integrated technology into your future classrooms? Explain

7. Will integration of technology into the classroom address a more diverse student population more effectively? Why or why not?

8. Do you think technology can better meet the needs of special needs students? How so?

9. Overall, how would you describe your attitude/comfort toward technology integration into a science classroom? Explain

The following two questions were added for the post-survey

10. Has this course changed your perceptions about technology? Has this course changed your perceptions about technology relating to science? Explain

11. Has this course altered your beliefs toward technology usage whether for personal use or use in a science classroom? Explain

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Rehmat, A.P., Bailey, J.M. Technology Integration in a Science Classroom: Preservice Teachers’ Perceptions. J Sci Educ Technol 23, 744–755 (2014). https://doi.org/10.1007/s10956-014-9507-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10956-014-9507-7

Keywords

Search

Navigation