Secondary Science Preservice Teachers: Technology Integration in Methods and Residency
Trina J. Kilty, Andrea C. Burrows
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.