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Educational Technology in a Novice Science Teacher’s Classroom

Educational Technology in a Novice Science Teacher’s Classroom

Selcen Guzey, Gillian Roehrig
Copyright: © 2012 |Pages: 9
ISBN13: 9781613504925|ISBN10: 1613504926|EISBN13: 9781613504932
DOI: 10.4018/978-1-61350-492-5.ch025
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MLA

Guzey, Selcen, and Gillian Roehrig. "Educational Technology in a Novice Science Teacher’s Classroom." Cases on Educational Technology Integration in Urban Schools, edited by Irene Chen and Dallas McPheeters, IGI Global, 2012, pp. 145-153. https://doi.org/10.4018/978-1-61350-492-5.ch025

APA

Guzey, S. & Roehrig, G. (2012). Educational Technology in a Novice Science Teacher’s Classroom. In I. Chen & D. McPheeters (Eds.), Cases on Educational Technology Integration in Urban Schools (pp. 145-153). IGI Global. https://doi.org/10.4018/978-1-61350-492-5.ch025

Chicago

Guzey, Selcen, and Gillian Roehrig. "Educational Technology in a Novice Science Teacher’s Classroom." In Cases on Educational Technology Integration in Urban Schools, edited by Irene Chen and Dallas McPheeters, 145-153. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-492-5.ch025

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Abstract

Why do some science teachers successfully integrate technology into their teaching while others fail? To address this question, educational researchers have conducted a growing body of research focused on technology integration into classrooms. Researchers are studying everything from teachers’ philosophical approaches to teaching that influence efforts at technology integration to classroom-level barriers that impact technology integration. Findings indicate that while some teachers fail in utilizing technology due to the personal and classroom barriers they experience, others eagerly work to overcome the barriers and achieve technology integration. In this case, Mr. Bransford, a novice science teacher who has incorporated technology into his classroom practices within his first five years of teaching, is discussed. Mr. Bransford teaches 8th grade Earth Science using a range of educational technology tools. The barriers he has faced, his strategies to overcome those barriers, and his technology enriched classroom practices are presented.

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