Authors:
Georgia L. Bracey
and
Mary L. Stephen
Affiliation:
Southern Illinois University Edwardsville, United States
Keyword(s):
Technology, Teachers, STEM, Secondary Education, Teacher Learning Preferences, Teacher Perceptions of Technology, Teacher Beliefs, Autonomy.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
Educating the Educators
;
Learning/Teaching Methodologies and Assessment
Abstract:
Teachers’ adoption of technology continues to be challenging; yet, this is a critical process in the effective teaching of science, technology, engineering, and mathematics (STEM). Although more schools are providing technology-rich classrooms, teachers are not always incorporating the new technologies into their teaching practice in a meaningful way. In this three-year case study, we used a grounded theory approach to examine the experiences of two high school teachers working in a depressed urban setting as they began using a newly designed, innovative, high-tech STEM classroom. Data sources included semi-structured interviews and direct observation. We identified three themes related to technology use: personal learning preference, teaching philosophy, and perception of technology. We discuss these themes, highlighting examples from participants’ experiences and beliefs, as well as other factors impacting technology use that emerged during the study. These results will be of va
lue to those supporting teachers’ integration of technology into their teaching practice.
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