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Innovations in science teacher education: Effects of integrating technology and team-teaching strategies
ARTICLE

Computers & Education Volume 51, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to integrate technology and team-teaching techniques into science teacher education method courses in order to explore the effects of such integration on preservice teachers. The participants included one instructor and a total of 42 preservice teachers. A technology team-teaching model (TTT) was designed in this study to restructure science method courses with technology. This study used a mixed-method design, incorporating both quantitative and qualitative techniques. The results revealed that there were significant differences in “designing an appropriate science topic to be taught with technology” and “integrating computer activities with appropriate pedagogy in classroom instruction” (F=5.260, p<0.05, and F=10.260, p<0.01, respectively). The results also showed that the TTT model could enhance the integration of science teaching theories and practice. Team-teaching technique facilitated the integration of technology in science lesson design and teaching practice, and enhanced friendship through interaction. The TTT model could better the science learning experience of preservice teachers and serve as useful reference for other teacher education institutes.

Citation

Jang, S.J. (2008). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. Computers & Education, 51(2), 646-659. Elsevier Ltd. Retrieved December 1, 2022 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2007.07.001

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