Felt, W. A. (2013). Teaching science in a technology-rich environment: The impact of three innovative tools on secondary science classrooms. Dissertation Abstracts International Section A, 73,
Summary: This case study focuses on the impact of technology tools on secondary science classrooms. Observational data, student surveys, and teacher interviews are used to provide differing perspectives on how the three tools (document cameras, student response systems, and probe ware) are utilized during their first year of implementation.
Literature was also used to help determine recommendations for best practices for a more successful implementation of each device, including barriers to success and the professional development needs associated with their integration into science teaching. The potential for inclusion into an inquiry-based science classroom that is enhanced by technology was discussed for each device. Designed as a descriptive study rather than to determine a causal or correlational relationship, detailed descriptions of how each device was used allows the reader to determine for themselves how these tools might be utilized in other settings
According to the study, if teachers are provided the necessary tools and appropriate professional development, the conditions for the shift to an inquiry-based classroom are more favorable. Recommendations are made for the acquisition and distribution of each device, as well as for practices that have been suggested for using them with favorable results in secondary science environments
Literature was also used to help determine recommendations for best practices for a more successful implementation of each device, including barriers to success and the professional development needs associated with their integration into science teaching. The potential for inclusion into an inquiry-based science classroom that is enhanced by technology was discussed for each device. Designed as a descriptive study rather than to determine a causal or correlational relationship, detailed descriptions of how each device was used allows the reader to determine for themselves how these tools might be utilized in other settings
According to the study, if teachers are provided the necessary tools and appropriate professional development, the conditions for the shift to an inquiry-based classroom are more favorable. Recommendations are made for the acquisition and distribution of each device, as well as for practices that have been suggested for using them with favorable results in secondary science environments
Reflection: I really liked the fact that the study was done after teachers were provided with professional development. This was brought up in our class quite often, where teachers complained about the lack of training in the implementation of the tools in the content area.
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