An Instructional Model for Transforming Science Education Method Courses with Technology

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Angeli, C. (2004). An Instructional Model for Transforming Science Education Method Courses with Technology. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4600-4607). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13148.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Charoula Angeli, Department of Education, University of Cyprus, Cyprus

Abstract

In this study, an instructional design model was developed and employed for restructuring science education method courses with technology. Using tools, such as multimedia authoring tools, the design and implementation of high quality technology-enhanced learning was modeled repeatedly. The results from two case studies identified several difficulties that primary student teachers faced in designing computer-assisted instruction for science. Succinctly, student teachers faced difficulties in regard to (a) using appropriate technology-supported representations to transform science content, (b) identifying computer-supported teaching strategies, as well as (c) integrating technology with inquiry-based pedagogy in the classroom.

Keywords

• Computer Sciences
• Sciences
• Educational Technology
• Instructional Design
• Computers

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Key Design Factors in Durable Instructional Technology Professional Development
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Tags