Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons

By Barak, Miri; Nissim, Yael et al. | Interdisciplinary Journal of E-Learning and Learning Objects, Annual 2011 | Go to article overview

Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons


Barak, Miri, Nissim, Yael, Ben-Zvi, Dani, Interdisciplinary Journal of E-Learning and Learning Objects


Introduction

The development of information and communication technology (ICT), such as e-books, smart phones, and Web 2.0 applications, has caused far-reaching social and economical changes (Kraut et al., 2002) and recently instigated political shifts. In the past two decades, there has been a growing understanding of the important role of ICT, not only for business and economics, but also for learning and teaching (Barak, & Rafaeli, 2004; Dori, Barak, & Adir, 2003). Advanced technologies are evermore integrated into the classrooms, having the potential to become an integral component of today's education, as well as to change the way class communication and information flows (Barak, Lipson, & Lerman, 2006). The development of rich multimedia and diverse web-based platforms led to the development of advanced educational technologies, enabling the implementation of innovative teaching methods that are based on constructivist and social constructivist approaches (Barak, 2007; Ben-Zvi, 2007; Roseth, Garfield, & Ben-Zvi, 2008). These approaches maintain that knowledge cannot be transferred; it has to be constructed in one's own mind. They also maintain that learning is a socially-mediated experience for which individuals construct knowledge based on interactions with others.

As educational technologies and new learning methods evolve, teachers are expected to adopt and assimilate rich and exciting learning environments. However, research shows that, although many teachers are aware of the educational potential of integrating ICT, a considerable number of them do so in a traditional, teacher-centered manner with no significant change in their teaching strategies (Bransford, Brown, & Cocking, 2000; Cuban, 1993). In order for an educational change to occur, teachers' perceptions and beliefs should also be changed. Teachers' beliefs and world-view have a great influence on the teaching methods and strategies they use (Davis, 2003; Handal & Herrington, 2003). Accordingly, teachers' perceptions of their roles may serve to support or work against the implementation of new ICT practices. The current study examined this claim by investigating whether there is aptness between science teachers' perceptions of their roles and the teaching strategies they use in lessons integrating ICT.

Literature Review

The literature review comprises of three sections. The first section details the roles of science teachers as described in various studies and in national reports. The second section describes different teaching strategies that promote constructivist teaching and learning. The third section focuses on the assimilation of advanced technologies in teaching, emphasizing the teachers as key agents in promoting changes and integrating ICT into the educational system.

Science Teachers' Roles

The standards in the field of science teaching emphasize the need for science teachers to use strategies that develop deep scientific understanding while applying research skills and problem-solving abilities to complex questions (American Association for the Advancement of Science [AAAS], 1993; National Research Council [NRC], 1996). According to these standards, the science teacher's roles are to encourage the construction of new knowledge based on that previously learned and to help students take responsibility for their learning. The science teacher should promote learning by encouraging discussion among learners, fostering cooperation, and creating a learning community. The standards recommend teaching with the assistance of colleagues from the sciences and other academic fields in order to connect science teaching with additional disciplines, such as technology, languages, and the social sciences (AAAS, 1993; NRC, 1996). A review of the literature points to four main roles for the constructivist science teacher: guide, motivator, partner, and innovator. The following paragraphs provide the definition and characterization for each role. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.