Integrating Graphing Calculators and Probeware Into Science Methods Courses: Impact on Preservice Elementary Teachers’ Confidence and Perspectives on Technology for Learning and Teaching

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Lyublinskaya, I. & Zhou, G. (2008). Integrating Graphing Calculators and Probeware Into Science Methods Courses: Impact on Preservice Elementary Teachers’ Confidence and Perspectives on Technology for Learning and Teaching. Journal of Computers in Mathematics and Science Teaching, 27(2), 163-182. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24194.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 27, Issue 2, April 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Irina Lyublinskaya, College of Staten Island, USA; George Zhou, University of Windsor, Canada

Abstract

Graphing calculators and data collection technology was integrated in an undergraduate science methods classes for preservice elementary school teachers. The study investigated whether preservice teachers' knowledge and comfort with the use of graphing calculator technology and their perspectives in the use of graphing calculator technology were influenced by integration of this technology in the methods course over a period of one semester. Towards this end a survey was administered to all class participants at the beginning and at the end of the semester. The survey addressed preservice teachers' confidence level with the calculator-based technology, attitudes towards using this technology for their own learning, and the attitudes towards using it as a teaching tool. In addition, preservice teachers completed several open-ended reflections throughout the semester that provided qualitative data. The results of this study suggest that the preservice teachers view the graphing calculator as a productivity tool while they view data collection devices as a teaching tool. More exposure to technology produces more influence on preservice teachers' perspectives and attitudes, but not necessarily their confidence. Confidence and perspective are somewhat independent of each other.

Keywords

• Elementary Education
• Sciences
• Educational Technology
• Preservice Teacher Education
• Teaching Methods

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