The Impact of Implementing Technology in Science Instruction. Rozina Macaj Education 703.22 Spring ‘10. Table of Content. Introduction -Statement of the Problem -Review of Related Literature -Statement of the Hypothesis Methods -Participants -Instruments
The Impact of Implementing Technology in Science Instruction
-Statement of the Problem
-Review of Related Literature
-Statement of the Hypothesis
In response to students’ poor performance in science
tests and a general lack of interest in science, in recent years, the US has called for reform on science education that consists on the integration of digital technologies into science teaching.
Traditional teaching and learning methods do not seem to be able to prepare students for 21st century workforce(Dani & Koenig, 2008).
Thus, implementing technology in teaching science will increase students’ interests and attitudes toward science.
-Howard Gardner: Multiple
Gardner’s theory is that seven
types of intelligences exist: Linguistic,
Musical, Logical-Mathematical, Spatial,
Interpersonal. His theory relates with
the trend toward using technology to
support group work. Students’ roles in
groups can be assigned based on their
type of intelligence.-
-Paul Fraireadvocates dialog, problem
posing, and critical thought ass opposed to
‘banking’ concept of education in which
students blindly receive and memorize
information that is disconnected with the
Enormous studies have proved that integrating technology in
science instruction enhances students’ learning by
-supporting observation and inquiry
-facilitating deep understanding of scientific concepts and
-fostering learners’ participation and engagement
-creating continuity in students’ learning experiences
-increasing students’ interests and attitudes toward science( Dani & Koenig, 2008;
Gillen, Littleton, Twiner, Staarman, & Mercer, 2007; Hennessy, Deaney, Ruthven &
Winterbottom , 2007; Hennessy et al., 2007; House, 2009; Hsu & Sharma, 2006; Hug,
Krajcik, & Marx, 2005; Izet, 2007; Kim, 2006; Kim, Hannafin, & Brian, 2007; Lazaros &
Spots, 2009; Li, Law, & Lui, 2006; Lim, Nonis, & Marx, 2005; Qian, 2009; Varma, Husis ,
& Lin, 2008; Woosley & Bellamy, 1997).
It is documented that technology tools such as
promote authentic inquiry experiences (Dani & koenig, 2008; hennessy, Wishart, Whitelock, et al. 2007; Kim, 2006; Kim et al., 2007)
facilitate deep conceptual understanding of scientific concepts an
phenomena (Dani & Koenig, 2008; Kim et al. 2007; Li, Law, & Lui, 2006;
Trindade, Fiolhais, & Almeida, 2002).
facilitate the introduction and presentation of complex science topics and
Concepts(Gillen et al. 2007; Woolsey & Bellamy, 1997).
-funding(Hennessy, Deaney, Ruthven et al. 2007; Kafai & Ching, 2001; Lim, Nonis, & Hedberg,
benefits in science learning
-Twenty fifth grade students Consent forms: Principal,
and their science teacher. Teacher, Parent/Guardian.
Students’ ethnicity: Demographic Survey
85 % Chinese Technology Survey
5 % Spanish Teacher’ Pre/Post Survey
5 % Arabic Students’ Pre/Post Survey
5 % Polish
Pre-Experimental Design: One-Group Pre survey-Post survey Design
Slight positive correlation
Strong positive correlation
Correlation between students‘ average and claim 1/post survey
- use the graphics and videos that helped students meet their visual and auditory needs, thus promoting a better attitude toward science. This finding relies on Gardner’s theory of Multiple Intelligences which explains how human think, learn, and create in different ways (Gardner & Walter, 1983).
-introduce the lessons with the help of visual
instruction(Dalacosta et. al., 2008; Lazaros & Spots, 2009; Kara, 2007).
-use the Harcourt effectively to recall prior
knowledge and simultaneously, promote the
process of conceptual development that helps
students percieve science not as a difficult
subject. (DanielHouse, 2009; Kim,2006; Lim, Nonis, &Headberg, 2006;
-A further longitudinal study is needed to assess the effect of instructional activities on other measures of students’ motivation such as enrollment in advanced science programs, etc.
-Additional research is also needed to determine if similar findings would be observed from students from different background.