The capacity of instructional technologists to provide systemic support for science education reform

Abstract

This study investigated the extent to which pre‐service instructional technologists were prepared to assume roles in providing the systemic support needed by science teachers. The participants in the study engaged in a one‐semester graduate course focused on integrating technology into science instruction. Through qualitative methods, this study investigated the philosophical views of the pre‐service instructional technologists and compared those views over time as the semester progressed. Results of the study reveal that the participants’ philosophical views did move in directions consistent with reform efforts in science education, namely more supportive of learner centered instruction. This was evident in philosophical statements emerging at the end of the course, not present at the beginning, which focused on Science Technology and Society (STS) Instructional Principles, Learner‐Centered Principles, Observations which could promote learner‐centered instruction, and Technology promoting the learner‐centered classroom environment.

Keywords:

• science education
• systemic support
• reform
• teaching philosophy