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Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago
ARTICLE

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Australian Journal of Teacher Education Volume 42, Number 10, ISSN 0313-5373

Abstract

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-based instructional technologies in classroom science teaching. The participants were 30 secondary school science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the University of the West Indies in Trinidad and Tobago. The teachers were asked to prepare lesson plans which demonstrate their use of instructional technologies to teach science topics within their term's schemes of work. They were subsequently asked to explain their reasons for using the selected instructional technologies. The findings revealed that PowerPoint was the most widely used ICT-based instructional technology in the lesson plans analyzed. Animations and hands-on practical activities were the least used ICT-based instructional technologies. Virtual labs, computer-aided simulations and smartboards, were other ICT-based instructional technologies used by a few teachers. Textbooks and whiteboards were the non-ICTbased instructional technologies teachers used.

Citation

Maharaj-Sharma, R., Sharma, A. & Sharma, A. (2017). Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago. Australian Journal of Teacher Education, 42(10),. Retrieved June 26, 2019 from .

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