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Fostering Educational Technology Integration in Science Teacher Education: Issues of Teacher Identity Development

Fostering Educational Technology Integration in Science Teacher Education: Issues of Teacher Identity Development

Brenda M. Capobianco, James D. Lehman
Copyright: © 2010 |Pages: 13
ISBN13: 9781615208975|ISBN10: 1615208976|ISBN13 Softcover: 9781616923327|EISBN13: 9781615208982
DOI: 10.4018/978-1-61520-897-5.ch014
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MLA

Capobianco, Brenda M., and James D. Lehman. "Fostering Educational Technology Integration in Science Teacher Education: Issues of Teacher Identity Development." Technology Implementation and Teacher Education: Reflective Models, edited by Junko Yamamoto, et al., IGI Global, 2010, pp. 245-257. https://doi.org/10.4018/978-1-61520-897-5.ch014

APA

Capobianco, B. M. & Lehman, J. D. (2010). Fostering Educational Technology Integration in Science Teacher Education: Issues of Teacher Identity Development. In J. Yamamoto, J. Kush, R. Lombard, & C. Hertzog (Eds.), Technology Implementation and Teacher Education: Reflective Models (pp. 245-257). IGI Global. https://doi.org/10.4018/978-1-61520-897-5.ch014

Chicago

Capobianco, Brenda M., and James D. Lehman. "Fostering Educational Technology Integration in Science Teacher Education: Issues of Teacher Identity Development." In Technology Implementation and Teacher Education: Reflective Models, edited by Junko Yamamoto, et al., 245-257. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-897-5.ch014

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Abstract

This chapter describes one science teacher educator’s attempts to integrate various educational technologies in an elementary science methods course, her students’ responses to her attempts, and the tensions that emerged. The science teacher educator employed teacher action research as a means of systematic, reflective inquiry to examine critically how preservice elementary school science teachers think about, use, and reflect on educational technologies and how their developing professional identities intersect with adoption of these technologies. Tensions emerged from a dichotomy between what methods students perceived as “traditional” science teaching and science teaching using technology. Resulting problems of practice included: expertise in/with science and negotiating a new curriculum, control in the classroom, content coverage, and support and sense of community. The authors conclude their chapter with implications and recommendations for future research related to the significant role educational technology can play in science teacher education and science teacher identity development.

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