Evaluating Technology as a Tool for Learning Science
Connie Doyle, Wichita State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Groups of prospective elementary teachers in a science methods course completed an assignment using presentation software and videotape to present a science topic to classmates. The technology elements had been described in a journal article as appropriate for use by fourth graders, but few of the prospective teachers had working knowledge that would have allowed them to complete the fourth grade task. The technology requirements became the framework and cognitive tool for analyzing and synthesizing science content and related pedagogical knowledge. Individual accountability took two forms: 1) a technology performance assessment and 2) a short reflective essay related to technology use in a fourth grade classroom. Evidence of emerging ICT-related pedagogy appeared in technology products as well as in reflective essays. Evidence of deepened science concept understanding also appeared in the technology products, but comparison with a previous, less technology intensive assignment suggested that other approaches may be more productive for treating science content.
Doyle, C. (2005). Evaluating Technology as a Tool for Learning Science. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3650-3655). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).