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Journal of Science Education and Technology

Erschienen in:

01.08.2015

Science Teachers’ Response to the Digital Education Revolution

verfasst von: Wendy Nielsen, K. Alex Miller, Garry Hoban

Erschienen in: Journal of Science Education and Technology | Ausgabe 4/2015

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Abstract

We report a case study of two highly qualified science teachers as they implemented laptop computers in their Years 9 and 10 science classes at the beginning of the ‘Digital Education Revolution,’ Australia’s national one-to-one laptop program initiated in 2009. When a large-scale investment is made in a significant educational change, it is important to consider teachers perspectives and responses to such change and we draw from sociocultural perspectives for our analysis. Through interviews and classroom observations, our interpretive analysis identified four key tensions and contradictions. These include the following: (1) barriers to innovative science teaching; (2) maintaining classroom and school connectivity; (3) teacher versus student expectations; and (4) changes to classroom management. Analysis leads to implications for the future of this and similar programs. The study shows that while these two teachers were committed to developing and delivering technology-rich science lessons, there were many factors that challenge how the implementation progressed. The findings from this study have implications for the continued engagement of teachers in this and other jurisdictions considering the introduction of one-to-one laptop programs.

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Titel: Science Teachers’ Response to the Digital Education Revolution
verfasst von: Wendy Nielsen
K. Alex Miller
Garry Hoban
Publikationsdatum: 01.08.2015
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 4/2015
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-014-9527-3

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