Factors That Influence Science Teacher Selection and Use of Technologies: Implications for the Sustainability of Technologies in High School Science Classrooms

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-19 - Technology as an Agent of Change in Teaching and Learning SIG Roundtable 2: Engaging Content With Technology

Abstract

This study examined those factors that serve as predictors of science teachers’ selection and use of technologies in different science disciplines. Descriptive statistics were examined, and we tested an explanatory model of how demographics, school context, pedagogical approaches and professional development influenced the likelihood of a teacher using a tool. The findings revealed that science teachers were more likely to use hardware than software; more specifically, instructional tools (SMART boards, clickers) and laboratory tools (probeware). Differences in teachers’ use of tools were largely due to differences in tools as opposed to differences in teacher characteristics. Use of a tool was more likely by teachers who taught physics, who taught via inquiry, or who had more professional development with a tool.

Authors

• Noemi Waight, University at Buffalo - SUNY

• Ming Ming Chiu, Purdue University

• Melinda M. Whitford, University at Buffalo - SUNY