Research Article

Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations

Elizabeth Darko Agyei 1 * , Loyiso C. Jita 2 , Thuthukile Jita 3
More Detail
1 Department of Science Education, University of Cape Coast, Cape Coast, GHANA2 School of Mathematics, Natural Sciences and Technology Education, University of the Free State, Bloemfontein, SOUTH AFRICA3 School of Education Studies, University of the Free State, Bloemfontein, SOUTH AFRICA* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), July 2024, ep24009, https://doi.org/10.30935/conmaths/14688
Submitted: 05 February 2024, Published Online: 11 June 2024, Published: 01 July 2024
OPEN ACCESS   987 Views   657 Downloads
Download Full Text (PDF)

ABSTRACT

This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.

CITATION (APA)

Agyei, E. D., Jita, L. C., & Jita, T. (2024). Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations. Contemporary Mathematics and Science Education, 5(2), ep24009. https://doi.org/10.30935/conmaths/14688

REFERENCES

  1. Agyei, D. D. (2012). Preparation of pre-service teachers in Ghana to integrate information and communication technology in teaching mathematics [Doctoral dissertation, University of Twente].
  2. Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564. https://doi.org/10.14742/ajet.827
  3. Agyei, D. D., & Voogt, J. (2014). Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice. Australasian Journal Educational Technology, 30(1), 92-105. https://doi.org/10.14742/ajet.499
  4. Agyei, E. D., & Agyei, D. D. (2021a). Enhancing students’ learning of physics concepts with simulation as an instructional ICT tool. European Journal of Interactive Multimedia and Education, 2(2), e02111. https://doi.org/10.30935/ejimed/11259
  5. Agyei, E. D., & Agyei, D. D. (2021b). Promoting interactive teaching with ICT: Features of intervention for the realities in the Ghanaian physics senior high school Classroom. International Journal of Interactive Mobile Technologies, 15(19), 93-117. https://doi.org/10.3991/ijim.v15i19.22735
  6. Akyeampong, K. (2003). Teacher training in Ghana–Does it count? DFID.
  7. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge. Computers & Education, 52, 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  8. Archambault, I. M., & Barnett, J. H. (2010). Revising technological pedagogical content knowledge: Exploring TPACK framework. Computers & Education, 55, 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009
  9. Asare, B. K., & Nti, S. K. (2014). Teacher education in Ghana: A contemporary synopsis and matters arising. SAGE Open, 4(2). https://doi.org/10.1177/2158244014529781
  10. Bell, R. L., & Smetana, L. K. (2008). Using computer simulations to enhance science teaching and learning. National Science Teachers Association, 3, 23-32. https://doi.org/10.1080/09500693.2011.605182
  11. Buabeng, I., & Ntow, D. F. (2010). A comparison study of students’ reasons/views for choosing/not choosing physics between undergraduate female non-physics and female physics students at University of Cape Coast. International Journal of Research in Education, 2(2), 44-53.
  12. Buabeng, I., Ossei-Anto, T. A., & Ampiah, J. G. (2014). An investigation into physics teaching in senior high schools. World Journal of Education, 4(5), 40-50. https://doi.org/10.5430/wje.v4n5p40
  13. Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology and Society, 13, 63-73.
  14. Chai, C.-S., Koh, J. H. L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
  15. Darko Agyei, E., Jita, T., & Jita, L. C. (2019). Examining the effectiveness of simulation-based lessons in improving the teaching of high school physics: Ghanaian pre-service teachers’ experiences. Journal of Baltic Science Education, 18, 21-42.
  16. DeVellis, R. F. (1991). Scale development: Theory and applications. SAGE.
  17. Donnelly, D., McGarr, O., & O’Reilly, J. (2011). Framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57, 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014
  18. Finkelstein, N., Adams, W., Keller, C., Perkins, K., Wieman, C. & the Physics Education Technology Project Team. (2006). High-tech tools for teaching physics: The Physics Education Technology Project. Journal of Online Learning and Teaching, 2(3), 110-121. http://jolt.merlot.org/vol2no3/finkelstein.pdf
  19. Fisser, P., Voogt, J., Tondeur, J., & van Braak, J. (2015). Measuring and assessing TPACK (technological, pedagogical, and content knowledge), In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 490-493). SAGE.
  20. George, K. (2014). TPACK as a learning theory, education theory and practice. University of Alabama.
  21. Gess-Newsome, J. (1999). Pedagogical content knowledge an introduction and orientation. In J. Gess-Newsome, & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3-20). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47217-1_1
  22. Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9(2), 168-179. https://doi.org/10.1007/BF03026497
  23. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. https://doi.org/10.1080/15391523.2009.10782536
  24. Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333. https://doi.org/10.1002/RRQ.002
  25. Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzan: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381-399. https://doi.org/10.14742/ajet.1240
  26. Kelly, M. A. (2008). Incorporating context into TPCK-based instructional design. In K. McFerrin, R. Weber, R. Carlsen, & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 5257-5262). AACE.
  27. Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
  28. Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches. IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch002
  29. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. https://doi.org/10.3102/0034654307309921
  30. Lewin, K. M., & Stuart, J. S. (2003). The MUSTER synthesis report: Researching teacher education: New perspectives on practice. CIE.
  31. Lim, C. P., Chai, C. S., & Churchill, D. (2011). A framework for developing pre‐service teachers competencies in using technologies to enhance teaching and learning. Educational Media International, 48(2), 69-83. https://doi.org/10.1080/09523987.2011.576512
  32. Majumdar, S. (1997). Network based flexible learning: Prospects and challenges in the 21st century [Invited talk]. The International Conference of Vocational Education and Training.
  33. Miles, M., & Huberman, M. (1994). Qualitative data analysis. SAGE.
  34. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  35. Mouza, C., Nandakumar, R., Yilmaz O. S., & Karchmer-Klein, R. (2017). A longitudinal examination of pre-service teachers’ technological pedagogical content knowledge in the context of undergraduate teacher education. Action in Teacher Education, 39(2), 153-171. https://doi.org/10.1080/01626620.2016.1248301
  36. Ottevanger, W., van den Akker, J. J., H., & de Feiter, L. 2007. Developing science, mathematics and ICT education in sub-Saharan Africa (SMICT): Patterns and promising practices. World Bank. https://doi.org/10.1596/978-0-8213-7070-4
  37. Prabawa, H. W. (2017). A Review of gamification in technological pedagogical content knowledge. Journal of Physics: Conference Series, 812, 012019. https://doi.org/10.1088/1742-6596/812/1/012019
  38. Price, A., Wieman, C., & Perkins, K. (2019). Teaching with simulations. The Science Teacher, 86(7), 6-52. https://doi.org/10.2505/4/tst19_086_07_46
  39. Redish, E. F. (2003). Teaching physics with the physics suite. John Wiley & Sons, Inc.
  40. Rosenberg, J. M., & Koehler, M. J. (2014). Context and technological pedagogical content knowledge: A content analysis. In M. Searson, & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2626-2631). AACE.
  41. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2017). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. https://doi.org/10.1016/j.compedu.2009.07.010
  42. Schmidt, D. A., Baran, E., Thompson, A. S., Mishra, P., Koehler, M. J., & Shin, T. S. (2009a). Technology pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
  43. Schmidt, D. A., Seymour, J., Baran, E. & Thompson, A. S. (2009b). Developing effective technological pedagogical and content knowledge (TPACK) in prek-6 teachers [Paper presentation]. The Society for International Technology and Teacher Education International Conference.
  44. Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R., & Glutting, J. J. (2013). Examining domains of technological pedagogical content knowledge using factor analysis. Journal of Research on Technology in Education, 45(4), 339-360. https://doi.org/10.1080/15391523.2013.10782609
  45. Tondeur, J. (2018). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. International Journal of Media, Technology and Lifelong Learning, 14(2), 216-224. https://doi.org/10.7577/seminar.2981
  46. Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
  47. Voogt, J. (2003). Consequences of ICT for aims, contents, processes, and environments of learning. In J. van den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 217-236). Kluwer Academic Publishers. https://doi.org/10.1007/978-94-017-1205-7_13
  48. Voogt, J., & Mckenney, S. (2016). TPACK in teacher education: Are we preparing to use technology for early literacy? Journal of Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730
  49. Voogt, J., Pieters, J., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: Effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3-4), 121-140. https://doi.org/10.1080/13803611.2016.1247725
  50. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communications technology. Technology, Pedagogy and Education, 13(3), 235-285. https://doi.org/10.1080/14759390400200183
  51. Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching physics using PhET simulations. The Physics Teacher, 48(4), 225-227. https://doi.org/10.1119/1.3361987
  52. Yawo, A. A. H. (2020). The influence of virtual physics laboratory on senior high school Form one physics students performance and cognitive achievement at Bishop Herman College, Kpando, Volta Region-Ghana. International Journal of Engineering and Applied Science, 7(9), 20-28. https://doi.org/10.31873/IJEAS.7.09.17