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Exploring Teacher Knowledge and Technology Use in Creating the Inquiry Classroom: Implications for Novice Science Teacher Professional Development
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, , , , , Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study concerns the potential importance of novice science teachers’ perceptions of technology use in inquiry practice. A sample of 42 novice teachers in a professional development program participated in a series of surveys to measure novice science teachers’ perceptions of inquiry that integrated various technologies and the use of technology and communication tools. Results suggested that novice teachers’ perceptions of technology integration into their inquiry practice may be influenced by substantial proficiencies of technology use in their school or private life.

Citation

Kim, H.J., Miller, H., Herbert, B., Loving, C. & Pedersen, S. (2009). Exploring Teacher Knowledge and Technology Use in Creating the Inquiry Classroom: Implications for Novice Science Teacher Professional Development. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3155-3161). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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