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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| Vydáno v: | Journal of science teacher education Ročník 25; číslo 4; s. 373 - 393 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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Routledge
01.06.2014
Springer Springer Netherlands Taylor & Francis Ltd |
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| ISSN: | 1046-560X, 1573-1847 |
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| Abstract | 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. |
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| AbstractList | 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. 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. [PUBLICATION ABSTRACT] |
| Audience | Higher Education Postsecondary Education |
| Author | Chittleborough, Gail |
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| Cites_doi | 10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J 10.1111/j.1467-9620.2006.00684.x 10.1007/s10956-010-9222-y 10.3102/0013189X015002004 10.1007/s10956-013-9434-z 10.1021/ed080p111 10.1016/S0742-051X(97)80004-2 10.1021/ed081p1672 10.1080/09500690802187025 10.3102/0013189X11431010 10.17763/haer.57.1.j463w79r56455411 10.1080/15391523.2009.10782544 10.1108/10748120110424816 10.1039/b5rp90021b |
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| References | JohnstoneAHChemical education research in glasgow in perspectiveChemistry Education Research and Practice200672496310.1039/b5rp90021b WoodfieldBFCatlinHRWaddoupsGLMooreMSSwanRAllenRBodilyGThe virtual lab: A realistic and sophisticated simulation of inorganic qualitative analysisJournal of Chemical Education200481111672167810.1021/ed081p1672 Hubbard, J. D., & Price, G. (2013). Cross-culture and technology integration: Examining the impact of a TPACK-focused collaborative project on pre-service teachers and teacher education faculty. Journal of the Research Center for Educational Technology, 9(1), 131–155. Retrieved from http://rcetj.org/index.php/rcetj/article/viewArticle/187, accessed June 6, 2013. JangS-JChenK-CFrom PCK to TPACK: Developing a transformative model for pre-service science teachersJournal of Science Education and Technology20101955356410.1007/s10956-010-9222-y PrenskyMDigital natives, digital immigrantsOn the horizon2001951510.1108/10748120110424816 Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature sources and development of pedagogical content knowledge for science teaching, in J. Gess·Newsome and N. G. Lederman (Eds.) PCK and Science Education. 95·132. Kluwer Academic Publishers. Printed in the Netherlands. Treagust, D. F., Chittleborough, G., & Mamiala , T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368. GeddisANWoodETransforming subject matter and managing dilemmas: A case study in teacher educationTeaching and Teacher Education199713661162610.1016/S0742-051X(97)80004-2 SchmidtDABaranEThompsonADMishraPKoehlerMJShinTSTechnological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachersJournal of Research on Technology in Education200942212314910.1080/15391523.2009.10782544 ShulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review1987571122 Van DrielJHVerloopNde VosWDeveloping science teachers’ pedagogical content knowledgeJournal of Research in Science Teaching199835667369510.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J JohnstoneAHMacro- and micro- chemistrySchool Science Review198264377379 PaivaJCMGilVMSCorreiaFALe chat: Simulations in chemical equilibriumJournal of Chemical Education200380111110.1021/ed080p111 RollnickMBennettJRhemtulaMDharseyNNdlovuTThe place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibriumInternational Journal of Science Education200830101365138710.1080/09500690802187025 ShulmanLSWittrockMCParadigms and research programs in the study of teaching: A contemporary perspectiveHandbook of research on teaching19863New YorkMacmillan336 Van DrielJHBerryATeacher professional development focusing on pedagogical content knowledgeEducational Researcher2012411262810.3102/0013189X11431010 HallGEHordSMImplementing change: Patterns, principles, and potholes2001BostonAllyn and Bacon MishraPKoehlerMTechnological pedagogical content knowledge: A framework for teacher knowledgeTeachers College Record200610861017105410.1111/j.1467-9620.2006.00684.x Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300. Accessed 5 January 2014, from, http://www.iste.org/Store/Product?ID=2136). MaengJLMulveyBKSmetanaLKBellRLPre-service teachers’ TPACK: Using technology to support inquiry instructionJournal of Science Education and Technology20132283885710.1007/s10956-013-9434-z ShulmanLSThose who understand: Knowledge growth in teachingEducational Researcher198615241410.3102/0013189X015002004 WilliamsMKFoulgerTSWetzelKPreparing preservice teachers for 21st century classrooms: Transforming attitudes and behaviors about innovative technologyJournal of Technology and Teacher Education2009173393418 CIT0020 CIT0012 Hall GE (CIT0004) 2001 CIT0011 CIT0022 Shulman LS (CIT0018) 1987; 57 CIT0003 CIT0014 CIT0013 CIT0016 Johnstone AH (CIT0007) 1982; 64 CIT0015 Williams MK (CIT0021) 2009; 17 Shulman LS (CIT0017) 1986 CIT0006 CIT0009 CIT0008 CIT0019 |
| References_xml | – reference: Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300. Accessed 5 January 2014, from, http://www.iste.org/Store/Product?ID=2136). – reference: ShulmanLSThose who understand: Knowledge growth in teachingEducational Researcher198615241410.3102/0013189X015002004 – reference: PaivaJCMGilVMSCorreiaFALe chat: Simulations in chemical equilibriumJournal of Chemical Education200380111110.1021/ed080p111 – reference: SchmidtDABaranEThompsonADMishraPKoehlerMJShinTSTechnological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachersJournal of Research on Technology in Education200942212314910.1080/15391523.2009.10782544 – reference: MaengJLMulveyBKSmetanaLKBellRLPre-service teachers’ TPACK: Using technology to support inquiry instructionJournal of Science Education and Technology20132283885710.1007/s10956-013-9434-z – reference: Van DrielJHBerryATeacher professional development focusing on pedagogical content knowledgeEducational Researcher2012411262810.3102/0013189X11431010 – reference: PrenskyMDigital natives, digital immigrantsOn the horizon2001951510.1108/10748120110424816 – reference: WilliamsMKFoulgerTSWetzelKPreparing preservice teachers for 21st century classrooms: Transforming attitudes and behaviors about innovative technologyJournal of Technology and Teacher Education2009173393418 – reference: GeddisANWoodETransforming subject matter and managing dilemmas: A case study in teacher educationTeaching and Teacher Education199713661162610.1016/S0742-051X(97)80004-2 – reference: JangS-JChenK-CFrom PCK to TPACK: Developing a transformative model for pre-service science teachersJournal of Science Education and Technology20101955356410.1007/s10956-010-9222-y – reference: Hubbard, J. D., & Price, G. (2013). Cross-culture and technology integration: Examining the impact of a TPACK-focused collaborative project on pre-service teachers and teacher education faculty. Journal of the Research Center for Educational Technology, 9(1), 131–155. Retrieved from http://rcetj.org/index.php/rcetj/article/viewArticle/187, accessed June 6, 2013. – reference: Van DrielJHVerloopNde VosWDeveloping science teachers’ pedagogical content knowledgeJournal of Research in Science Teaching199835667369510.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J – reference: WoodfieldBFCatlinHRWaddoupsGLMooreMSSwanRAllenRBodilyGThe virtual lab: A realistic and sophisticated simulation of inorganic qualitative analysisJournal of Chemical Education200481111672167810.1021/ed081p1672 – reference: JohnstoneAHMacro- and micro- chemistrySchool Science Review198264377379 – reference: MishraPKoehlerMTechnological pedagogical content knowledge: A framework for teacher knowledgeTeachers College Record200610861017105410.1111/j.1467-9620.2006.00684.x – reference: RollnickMBennettJRhemtulaMDharseyNNdlovuTThe place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibriumInternational Journal of Science Education200830101365138710.1080/09500690802187025 – reference: JohnstoneAHChemical education research in glasgow in perspectiveChemistry Education Research and Practice200672496310.1039/b5rp90021b – reference: Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature sources and development of pedagogical content knowledge for science teaching, in J. Gess·Newsome and N. G. Lederman (Eds.) PCK and Science Education. 95·132. Kluwer Academic Publishers. Printed in the Netherlands. – reference: HallGEHordSMImplementing change: Patterns, principles, and potholes2001BostonAllyn and Bacon – reference: Treagust, D. F., Chittleborough, G., & Mamiala , T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368. – reference: ShulmanLSWittrockMCParadigms and research programs in the study of teaching: A contemporary perspectiveHandbook of research on teaching19863New YorkMacmillan336 – reference: ShulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review1987571122 – volume: 64 start-page: 377 year: 1982 ident: CIT0007 publication-title: School Science Review – ident: CIT0020 doi: 10.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J – ident: CIT0011 doi: 10.1111/j.1467-9620.2006.00684.x – ident: CIT0006 doi: 10.1007/s10956-010-9222-y – ident: CIT0016 doi: 10.3102/0013189X015002004 – ident: CIT0009 doi: 10.1007/s10956-013-9434-z – ident: CIT0012 doi: 10.1021/ed080p111 – ident: CIT0003 doi: 10.1016/S0742-051X(97)80004-2 – ident: CIT0022 doi: 10.1021/ed081p1672 – ident: CIT0014 doi: 10.1080/09500690802187025 – ident: CIT0019 doi: 10.3102/0013189X11431010 – volume-title: Implementing change: Patterns, principles, and potholes year: 2001 ident: CIT0004 – start-page: 3 volume-title: Handbook of research on teaching year: 1986 ident: CIT0017 – volume: 17 start-page: 393 issue: 3 year: 2009 ident: CIT0021 publication-title: Journal of Technology and Teacher Education – volume: 57 start-page: 1 issue: 1 year: 1987 ident: CIT0018 publication-title: Harvard Educational Review doi: 10.17763/haer.57.1.j463w79r56455411 – ident: CIT0015 doi: 10.1080/15391523.2009.10782544 – ident: CIT0013 doi: 10.1108/10748120110424816 – ident: CIT0008 doi: 10.1039/b5rp90021b |
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| Title | Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching |
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