Information Communication Technology (ICT) integration in a science education unit for preservice science teachers; students' perceptions of their ICT skills, knowledge and pedagogy

Vaille Dawson, Patricia Forster, Doug Reid

Research output: Contribution to journalArticlepeer-review

20 Citations (Scopus)

Abstract

There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit.

Original languageEnglish
Pages (from-to)345-363
Number of pages19
JournalInternational Journal of Science and Mathematics Education
Volume4
Issue number2
DOIs
Publication statusPublished - 1 Oct 2006
Externally publishedYes

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