Effective Professional Development: Requirements for Technology Integration into Secondary Science Classrooms

Date

2018-04-27

Authors

Lobo, Maria Sophia

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Abstract

The integration of technology in the classroom is slowly becoming as common as it is in the rest of society. Successful technology integration is necessary to enhance student learning and prepare them for their future at the end of formal schooling. However, secondary science teachers continue to believe that they are the guardians of knowledge for the students, and teacher-led content delivery is the most efficient to enhance student learning thereby limiting teacher use of technology in the classroom. The literature emphasizes the need for student centered learning environments as ideal for technology integration. However, this transition to a constructivist classroom requires teachers to change their pedagogy and beliefs surrounding best learning practices for students, as well as barriers that currently limit technology integration. Effective professional development has the potential to allow secondary science teachers to learn to use the technology, building confidence and providing opportunities for collaboration with peers so they can develop student centered, inquiry-based lessons that successfully integrate technology. This review will examine the requirements for effective professional development for teachers to integrate technology into their classroom, consider the potential barriers that influence this integration and offer some recommendations to integrate technology into secondary science classrooms.

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Keywords

technology integration, technology innovation, barriers, enablers, motivation, pedagogy, professional development, technology coach, technology mentor, enacted curriculum, secondary science, inquiry-based, constructivism

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