scholarly journals Teachers’ Utilization of Computer-Based Technology in Science Instruction

2021 ◽  
Vol 5 (3) ◽  
pp. 427-446
Author(s):  
Yesha M. Paje ◽  
Danilo V. Rogayan ◽  
Marshall James P. Dantic
Keyword(s):  
Science Teachers ◽  
Policy Development ◽  
Science Instruction ◽  
Ict Literacy ◽  
Use Of Technology ◽  
Computer Based ◽  
Inventory Survey ◽  
Ict Training ◽  
Technology In Instruction ◽  
Descriptive Survey

With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

Contextual Influences on Science Teachers' TPACK Levels

2015 ◽  
pp. 307-333 ◽  
Author(s):  
Kofi Acheaw Owusu ◽  
Lindsey Conner ◽  
Chris Astall
Keyword(s):  
Case Studies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Contextual Influences ◽  
Learning Context ◽  
Pedagogical Content ◽  
Factors Influencing ◽  
Use Of Technology ◽  
Wide Range ◽  
Technology In Instruction

The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

Contextual Influences on Science Teachers' TPACK Levels

2018 ◽  
pp. 448-475
Author(s):  
Kofi Acheaw Owusu ◽  
Lindsey Conner ◽  
Chris Astall
Keyword(s):  
Case Studies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Contextual Influences ◽  
Learning Context ◽  
Pedagogical Content ◽  
Factors Influencing ◽  
Use Of Technology ◽  
Wide Range ◽  
Technology In Instruction

The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

scholarly journals Which Technologies Do Pre-Service Teachers Prefer to Use While Presenting Their Teaching Skills and for What Purposes Do They Use These Technologies?

2017 ◽  
Vol 7 (3) ◽  
pp. 103
Author(s):  
Fatma Sasmaz Oren
Keyword(s):  
Science Teachers ◽  
Research Data ◽  
Service Science ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Science Courses ◽  
Use Of Technology ◽  
The Subject

This research aims to determine the technologies that pre-service science teachers prefer to use in micro teaching presentations performed for improving their teaching skills and to determine the purposes of using these technologies. For this purpose, the case study model was used in the research. The research was made with some 48 pre-service science teachers. In the research, data was collected from the presentation files the pre-service science teachers had prepared with respect to the microteaching applications, from the instructor’s observation notes on their presentations, from the view form and from the semi-structured interviews. According to the findings obtained from the research, the pre-service science teachers used computers, projection apparatuses, overhead projectors, videos, animations, simulations and microscopes the most in the microteaching applications. The pre-service science teacher’s expressed that they used technology primarily for reasons such as enhancing the comprehensibility of the subject, concretizing abstract subjects, ensuring visuality and saving time. Considering these results, some recommendations were made regarding the use of technology in science courses.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

scholarly journals Analisis Kompetensi Guru Madrasah Ibtidaiyah Dalam Pemanfaatan Teknologi Informasi Dan Komunikasi Pada Pembelajaran (Studi Kasus Pada MIN 4 Langkat)

2021 ◽  
Vol 4 (2) ◽  
pp. 44-53
Author(s):  
Marinasari Fithry Hasibuan
Keyword(s):  
Descriptive Analysis ◽  
Boarding School ◽  
Dominant Factor ◽  
Survey Method ◽  
Teacher Competence ◽  
Form Analysis ◽  
Use Of Technology ◽  
Information And Communication ◽  
Four Levels ◽  
Ict Training

This study discusses the competence of Madrasah Ibtidaiyah teachers in the use of technology and information in learning with competency indicators being the ICT training curriculum for madrasa teachers compiled by the Jakarta Education and Religious Technical Training Center. This study aims to determine the competence and problems of Islamic boarding school teachers in the use of information and communication technology in online learning during this covid 19 period. This study uses a case study with all teachers as respondents at MIN 4 Langkat. The research method used in this research is a survey method using a questionnaire that is shared via a google form. Analysis of the data used is a descriptive analysis that describes the qualifications of teacher competence in the use of ICT into four levels, namely very low, low, medium, and high. From the results of the data that has been analyzed, it was found that the competence of teachers in ICT is very low in the ability to use and utilize applications, which is 52%. Furthermore, a very low indicator is found in the experience aspect of participating in training at 57%. This shows that training activities are the most dominant factor causing the low competence of teachers in the use of ICT in learning and therefore the most effective solution to overcome them.

scholarly journals Teaching natural and applied sciences in the Arabic language in schools and universities in the Kingdom of Saudi Arabia: تدريس العلوم الطبيعية والتطبيقية باللغة العربية في مدارس وجامعات المملكة العربية السعودية

2020 ◽  
Vol 4 (37) ◽  
Author(s):  
Wafaa Hafize Alowaydhi, Faziah Ali Salem al-Sayari
Keyword(s):  
Applied Sciences ◽  
Science Teachers ◽  
Mother Tongue ◽  
Arabic Language ◽  
Future Generations ◽  
Survey Method ◽  
Kingdom Of Saudi Arabia ◽  
University Professors ◽  
The World ◽  
Descriptive Survey

The study aimed to know the percentage of supporters for the issue of teaching scientific and applied materials in the Arabic language and to reveal the reasons for support for this issue from the viewpoint of supporters, and to know the percentage of opponents and reveal the causes of opposition from the viewpoint of opponents, and the study sample consisted of (1223) individuals that included students from both phases Secondary and university students, science teachers, supervisors, science university professors The researchers followed the descriptive survey method using a questionnaire tool to survey the opinions of the sample on the issue, and the most prominent results are that 81.3% agree to teach natural and applied sciences subjects in the Arabic language instead of teaching them in other languages, and 18.7% see that they do not agree to teach science in the Arabic language, and that 91.1% Among the sample members who believe that understanding the science needs the student to be familiar with the language in which he is studying, if the mother tongue would be easier for him to understand the scientific subjects, while 8.9% do not agree to this, The results showed that 17.9% of respondents believed that teaching natural sciences in the Arabic language would be a reason for isolation from the world, while 82.1% saw the opposite. The study recommended a review of the teaching of natural and applied sciences in the Arabic language and a decision to use them in teaching natural and applied sciences because it is the mother tongue and to strengthen pride in them in the hearts of future generations.

scholarly journals The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions

2020 ◽  
Vol 5 (3) ◽  
pp. 304-316
Author(s):  
Arif Fatahillah ◽  
Irsalina Dwi Puspitasari ◽  
Saddam Hussen
Keyword(s):  
Quadratic Functions ◽  
Observation Data ◽  
Ict Literacy ◽  
Web Based ◽  
The Public ◽  
Web Based Learning ◽  
Use Of Technology ◽  
The Media ◽  
Study Participants ◽  
D Model

The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations.  The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions

scholarly journals REAL LIFE EXPERIENCE IN INQUIRY-BASED EARTH AND SPACE SCIENCE INSTRUCTION

2019 ◽  
Vol 7 (5) ◽  
pp. 284-292
Author(s):  
Roldan D. Atienza
Keyword(s):  
Science Teachers ◽  
Learning Process ◽  
Real World ◽  
Life Experience ◽  
Life Experiences ◽  
Science Instruction ◽  
Real Life ◽  
Space Science ◽  
Global Issues ◽  
Teaching Learning

Science teachers play an important role in improving science literacy of their students. In achieving and building students’ interest and literacy about science, teachers must have an appropriate approach to be used in teaching. In teaching science, students must be active and participative in the learning process. Engaging students in variety of activities can help them in constructing their own knowledge by experiencing and observing results of the experiment. Teachers must provide real world experiences for students to engage with around global issues. This took the form of service-learning projects emphasizing issues of global concern, or working in teams to devise and debate solutions to real-world problems. Notably, these activities were student-centered and inquiry-based. Teachers also incorporated their own cross-cultural experiences into the classroom through informal conversation, discussions, around artifacts and photos, and lesson plans that incorporated knowledge gained and relationship built though their global experiences. The need for utilizing real life experiences in science teaching is a must in today’s classroom as the new generations of learners are ready to work with the different global issues and concerns of which can play an important role in the learning process. However, the utilization of real life experiences in science instruction grows as a measure when teachers are able to develop an engaging and positive learning environment for learners. With this, teachers should carefully plan how to utilize the students’ real life experiences efficiently and effectively in inquiry-based science instruction to enhance more the teaching-learning process. The focus of this study was to determine the real life experience in inquiry-based earth and space science instruction in public secondary schools in Batangas City. The descriptive method of research was applied in the study, with the questionnaire as the main data gathering instrument responded to by 102 science teachers. Based on the analysis, it was revealed that real life experiences in science areas were moderately utilized by the students while teachers applied inquiry-based learning activities along its phases of exploration, concept introduction, and concept application to a moderate extent. It was recommended that the proposed learning plans be used to enhance science instruction and an instrument or assessment tool may be developed to determine the impact of utilization of real life experiences in teaching-learning process.

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