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Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers

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Abstract

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this study. While our findings indicated an increase in technology-related practices, including the use of sophisticated hardware, very little improvements occurred with fostering inquiry-based science and effective science-specific pedagogy. In addition, our conceptual framework, technological pedagogical content knowledge, as a lens to examine teachers’ intentions as documented in their lesson plans, provided an additional platform from which to investigate technology integration practices within the ambit of reform science teaching practices. This study, therefore, contributes knowledge about the structure and agenda of professional development initiatives that involve educational technology and integration into content knowledge disciplines such as science.

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Authors and Affiliations

  1. School of Teaching and Learning, College of Education, University of Florida, 2423 Norman Hall, PO Box 117048, Gainesville, FL, 32611, USA

    Rose M. Pringle, Kara Dawson & Albert D. Ritzhaupt

Authors
  1. Rose M. Pringle
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  2. Kara Dawson
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  3. Albert D. Ritzhaupt
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Correspondence to Albert D. Ritzhaupt.

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Pringle, R.M., Dawson, K. & Ritzhaupt, A.D. Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers. J Sci Educ Technol 24, 648–662 (2015). https://doi.org/10.1007/s10956-015-9553-9

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  • DOI: https://doi.org/10.1007/s10956-015-9553-9

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