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Direct linkAndrea López; Alejandra Meneses; Maximiliano Montenegro – Journal of Science Education and Technology, 2025
This study examines how pre-service science teachers integrate technology into the design of learning activities, paying particular attention to types of technology integration, cognitive demand, scientific research skills, and TPACK. A mixed methods approach was used to analyze 49 learning activities designed by pre-service physics, chemistry,…
Descriptors: Preservice Teachers, Technology Integration, Science Education, Learning Activities
von Kotzebue, Lena – Journal of Science Education and Technology, 2022
Digital technologies have the potential to increase the quality of instruction; however, using digital technologies does not necessarily guarantee high-quality teaching. Therefore, teachers need specific professional knowledge on how to use and implement digital technologies. Moreover, teachers need to know how beliefs about learning with digital…
Descriptors: Educational Technology, Pedagogical Content Knowledge, Technological Literacy, Teacher Competencies
Bahcivan, Eralp; Gurer, M. D.; Yavuzalp, N.; Akayoglu, S. – Journal of Science Education and Technology, 2019
With the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all stakeholders of education. However, it is important to investigate the relationships among pre-service teachers' teaching beliefs, skills, and educational technology integration competencies before…
Descriptors: Preservice Teachers, Educational Technology, Technology Integration, Student Attitudes
You, Hye Sun; Chacko, Sonia Mary; Kapila, Vikram – Journal of Science Education and Technology, 2021
This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science and mathematics classrooms. The PD program encouraged the teachers to develop their own science and mathematics lessons, aligned with national standards, infused with robotic activities. A…
Descriptors: Program Effectiveness, Faculty Development, Technology Integration, Robotics
Walan, Susanne – Journal of Science Education and Technology, 2020
The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of…
Descriptors: Science Instruction, Secondary School Science, Secondary School Teachers, Educational Technology
Yeh, Yi-Fen; Lin, Tzu-Chiang; Hsu, Ying-Shao; Wu, Hisn-Kai; Hwang, Fu-Kwun – Journal of Science Education and Technology, 2015
Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Technology Uses in Education, Educational Technology
Janssen, Noortje; Lazonder, Ard W. – Journal of Science Education and Technology, 2015
Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused…
Descriptors: Lesson Plans, Technology Uses in Education, Educational Technology, Teacher Attitudes
