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Technology Integration and Science E...

Kilty, Trina Johnson.

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Technology Integration and Science Education: An Instructional Design and Technology Perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Technology Integration and Science Education: An Instructional Design and Technology Perspective./
Author:	Kilty, Trina Johnson.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	275 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882883
ISBN:	9781658425353

Technology Integration and Science Education: An Instructional Design and Technology Perspective.
Kilty, Trina Johnson.

Technology Integration and Science Education: An Instructional Design and Technology Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 275 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2019.

This item must not be sold to any third party vendors.

The overall purpose of this dissertation was to offer, by examples of three articles, a perspective of STEM education as viewed through the lens of instructional design and technology. Three research studies within this dissertation each used a qualitative approach: an instructional design framework of a learner analysis; an instrumental, collective case study approach; and a search of peer-reviewed literature using search terms. In the first article, participants determined if scenarios were examples of engineering or teaching engineering and provided rationale for their choice. Participants' reasoning appreciably changed after methods courses instruction in all three cohort years. In the second article, findings indicated that between methods courses and student teaching residency, participants' use of science content-specific and laboratory-related technologies increased; student-centered and teacher-centered pedagogical technology use increased; and use of general technology decreased. In the third article, science teacher educators described the purpose of outdoor science learning activities integrated with mobile devices to conduct scientific inquiry. Purpose and assessment of those activities aligned in many studies. The author of this dissertation described problems in science education as viewed through an instructional design and technology lens. Purposeful instructional design and technology may solve those problems, especially when paired with communication and collaboration between both fields. Technology varies by type and use. The author presented a definition of technology that differs from innovation by two key components (a) the technological item itself and (b) how it is used.

ISBN: 9781658425353Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Instructional design

Technology Integration and Science Education: An Instructional Design and Technology Perspective.
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245 1 0 $a Technology Integration and Science Education: An Instructional Design and Technology Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 275 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Burrows, Andrea C.
502 $a Thesis (Ph.D.)--University of Wyoming, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The overall purpose of this dissertation was to offer, by examples of three articles, a perspective of STEM education as viewed through the lens of instructional design and technology. Three research studies within this dissertation each used a qualitative approach: an instructional design framework of a learner analysis; an instrumental, collective case study approach; and a search of peer-reviewed literature using search terms. In the first article, participants determined if scenarios were examples of engineering or teaching engineering and provided rationale for their choice. Participants' reasoning appreciably changed after methods courses instruction in all three cohort years. In the second article, findings indicated that between methods courses and student teaching residency, participants' use of science content-specific and laboratory-related technologies increased; student-centered and teacher-centered pedagogical technology use increased; and use of general technology decreased. In the third article, science teacher educators described the purpose of outdoor science learning activities integrated with mobile devices to conduct scientific inquiry. Purpose and assessment of those activities aligned in many studies. The author of this dissertation described problems in science education as viewed through an instructional design and technology lens. Purposeful instructional design and technology may solve those problems, especially when paired with communication and collaboration between both fields. Technology varies by type and use. The author presented a definition of technology that differs from innovation by two key components (a) the technological item itself and (b) how it is used.
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650 4 $a Science education. $3 521340
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653 $a Mobile devices
653 $a Purposeful technology
653 $a Secondary science preservice teachers
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