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Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice
Article

, University of North Carolina-Greensboro, United States ; , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 11, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This project used techniques from problem-based learning to aid students in developing a technology-based science lesson. In this case, the “problem” students were asked to solve, was that of combining curriculum knowledge and pedagogical skills to incorporate computer graphics animation technology within a science lesson and then teach the lesson to secondary students. Student artifacts as well as field notes kept by the researchers, minutes of research meetings, and written reflections from the researchers all served as data sources. Final assertions supported by the data were: (a) insufficient class time was devoted to the project, (b) lessons taught using the computer graphics technology were effective in teaching science concepts, (c) the pairing of content area specialists and graphics specialists proved to be the most successful organization for project groups, and (d) the student teachers displayed positive attitudes towards the use of multimedia presentations in the classroom. Researcher conclusions recommended the continuation of the project in an effort to increase the implementation of technology within the classroom, especially since a large majority of students showed improved achievement in science after the graphics-enhanced lessons. One important implication drawn from the project was the ability of the preservice teachers to positively influence the use of technology by the cooperating teachers.

Citation

McAleenan Butler, S. & Wiebe, E.N. (2003). Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice. Journal of Technology and Teacher Education, 11(4), 463-481. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from .

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References

  1. Abdal-Haqq , I. (1995). Infusing technology into preservice teacher education. Washington, DC: Eric Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED 389 699)
  2. Liu , M . (1998) . A study of engaging high-school students as multimedia

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment

    Yun-Jo An, University of West Georgia, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 61–79

  2. Systematic Design of PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment

    Yun-Jo An, University of West Georgia, United States

    Global Learn 2012 (Nov 06, 2012) pp. 158–163

  3. Baby Got Flash: A Multimedia Approach to Research and Instruction in Children's Phonological Processing

    Timothy Walker, John Marazita & Young Mi Chang, Ohio Dominican University, United States

    EdMedia + Innovate Learning 2006 (June 2006) pp. 2650–2655

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.