This qualitative case study of a rural high school examines the impact of technology tools on secondary science classrooms. Specifically, document cameras, student response systems, and probeware are examined for their affect instructional practices in science classrooms where they are used. Observational data, student surveys, and teacher interviews were used to provide differing perspectives on how the three tools under consideration were utilized during their first year of implementation. The available literature was also examined to help determine recommendations for best practices and the 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 allow the reader to determine for themselves how these tools might be utilized in other settings. The nature of this study indicates that if teachers are provided with these tools and appropriate professional development, the conditions for the shift to an inquiry-based classroom are more favorable. In the conclusion, 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.
|Advisor:||Shirley, J. Michael|
|Commitee:||Register, Christine M., Wisenbaker, Joseph M.|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Science education|
|Keywords:||Document camera, Inquiry-based science, Probeware, Qualitative case study, Response system, Science classroom|
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