Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum...

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Bibliographic Details
Published in:Journal of science teacher education Vol. 25; no. 4; pp. 373 - 393
Main Author: Chittleborough, Gail
Format: Journal Article
Language:English
Published: Dordrecht Routledge 01.06.2014
Springer
Springer Netherlands
Taylor & Francis Ltd
Subjects:
Australia
Chemistry
Education
Educational Technology
Foreign Countries
Knowledge Base for Teaching
Pedagogical Content Knowledge
Pedagogy
Pre-service teacher
Preservice Teacher Education
Preservice Teachers
Science Education
Science Instruction
Science Teachers
Student Teacher Attitudes
Teacher education
Teacher Educators
Teaching and Teacher Education
Teaching Methods
Technological Literacy
Technology
Technology Uses in Education
TPACK
Australia
Pre-service teacher
TPACK
Chemistry
Pedagogy
Technology
ISSN:1046-560X, 1573-1847
Online Access:Get full text
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Summary:The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
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ISSN:1046-560X
1573-1847
DOI:10.1007/s10972-014-9387-y