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A phenomenological study on middle-s...

Rajbanshi, Roshani.

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A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy./
Author:	Rajbanshi, Roshani.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	297 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10609283
ISBN:	9781369810738

A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy.
Rajbanshi, Roshani.

A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 297 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--New Mexico State University, 2017.

With access to technology and expectation by the mainstream, the use of technology in the classroom has become essential these days. However, the problem in science education is that with classrooms filled with technological equipment, the teaching style is didactic, and teachers employ traditional teacher-centered methods in the classroom. In addition, results of international assessments indicate that students' science learning needs to be improved. The purpose of this study is to analyze and document the lived experience of middle-school science teachers and their use of technology in personal, professional lives as well as in their classroom and to describe the phenomenon of middle-school science teachers' technological beliefs for integration of digital devices or technology as an instructional delivery tool, knowledge construction tool and learning tool. For this study, technology is defined as digital devices such as computer, laptops, digital camera, iPad that are used in the science classroom as an instructional delivery tool, as a learning tool, and as a knowledge construction tool. Constructivism is the lens, the theoretical framework that guides this qualitative phenomenological research. Observation, interview, personal journal, photo elicitation, and journal reflection are used as methods of data collection. Data was analyzed based on a constructivist theoretical framework to construct knowledge and draw conclusion. MAXQDA, a qualitative analysis software, was also used to analyze the data. The findings indicate that middle-school science teachers use technology in various ways to engage and motivate students in science learning; however, there are multiple factors that influence teachers' technology use in the class. In conclusion, teacher, students, and technology are the three sides of the triangle where technology acts as the third side or the bridge to connect teachers' content knowledge to students through the tool with which students are familiar.

ISBN: 9781369810738Subjects--Topical Terms:

517670
Educational technology.

A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy.
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245 1 2 $a A phenomenological study on middle-school science teachers' perspectives on utilization of technology in the science classroom and its effect on their pedagogy.
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300 $a 297 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
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520 $a With access to technology and expectation by the mainstream, the use of technology in the classroom has become essential these days. However, the problem in science education is that with classrooms filled with technological equipment, the teaching style is didactic, and teachers employ traditional teacher-centered methods in the classroom. In addition, results of international assessments indicate that students' science learning needs to be improved. The purpose of this study is to analyze and document the lived experience of middle-school science teachers and their use of technology in personal, professional lives as well as in their classroom and to describe the phenomenon of middle-school science teachers' technological beliefs for integration of digital devices or technology as an instructional delivery tool, knowledge construction tool and learning tool. For this study, technology is defined as digital devices such as computer, laptops, digital camera, iPad that are used in the science classroom as an instructional delivery tool, as a learning tool, and as a knowledge construction tool. Constructivism is the lens, the theoretical framework that guides this qualitative phenomenological research. Observation, interview, personal journal, photo elicitation, and journal reflection are used as methods of data collection. Data was analyzed based on a constructivist theoretical framework to construct knowledge and draw conclusion. MAXQDA, a qualitative analysis software, was also used to analyze the data. The findings indicate that middle-school science teachers use technology in various ways to engage and motivate students in science learning; however, there are multiple factors that influence teachers' technology use in the class. In conclusion, teacher, students, and technology are the three sides of the triangle where technology acts as the third side or the bridge to connect teachers' content knowledge to students through the tool with which students are familiar.
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