Secondary Science Preservice Teachers: Technology Integration in Methods and Residency

ABSTRACT

The purpose of this study was to describe what and how secondary science preservice teachers (SSPST) implemented technology, in student teaching residency, that they had planned in previous science methods courses. A collective case study approach with purposeful sampling was used to gain understanding of multiple perspectives across prior experience, gender, and content areas. Data included written responses, observations, content analysis of lesson plans, and assessment using the Technology Use in Science Instruction (TUSI) instrument. SSPSTs used a variety of technology during methods and residency teaching. The authors used the TUSI instrument to describe areas of strength and weakness how SSPSTs used technology. This study includes recommendations for science teacher educators to prepare SSPSTs to integrate technology for meaningful learning.

KEYWORDS:

• Technology integration
• science-specific technology
• TUSI
• secondary science preservice teachers
• student teaching residency
• science teacher preparation

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This material is based upon work supported by the National Science Foundation under Grant No. 1339853 (SWARMS) and No. 1923542 (WySLICE). Any opinions, findings, and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.