Elementary Technology Integration for Deeper Learning Opportunities in the Science Classroom

Danielle Peters

ETEC 533 66A

UBC MET Vancouver

Dr. Christopher Rozitis

June 23, 2017

Word Count: 1777

 

 Annotated Bibliography: Framing the Issue

Teachers are reluctant to incorporate technology into the elementary science classroom, to enhance learning with the new BC science curriculum, because they believe they lack skills and support. “B.C.’s new curriculum brings together two features that most educators agree are essential for 21st-century learning: a concept-based approach to learning, and a focus on the development of competencies, to foster deeper, more transferable learning. These approaches complement each other because of their common focus on active engagement of students. Deeper learning is better achieved through “doing” than through passive listening or reading. Similarly, both concept-based learning and the development of competencies engage students in authentic tasks that connect learning to the real world” (BC Ministry of Education, 2015). Technology integration can provide new ways of understanding science concepts and support student-centered learning.

An area of interest I wish to pursue is analyzing research on how to successfully support elementary technology integration to support the science curriculum and equip classroom teachers with appropriate skills. In my interview with a colleague, one of the challenges she faces is the pushback from senior staff who are not willing to embrace technology, because of the lack of support from the district and administration. She explains that from her experience, it’s important to find technology that matches the instructional strategy of the teacher and best supports student learning. In my interview, she also mentioned the importance of adopting a framework when selecting and using technology within a school community (Dosanjh, personal communication, June 1, 2017). Bates (2015) SECTIONS model looks at students, ease of use, costs, teaching functions, interaction, organizational issues, networking, and security and privacy. In my interview, she explained that it’s integral to put students at the center of our decisions, and ensure that integration of technology has a plan with teacher support. This is an ongoing issue because of teachers “preexisting beliefs and experiences when trying to integrate technology into their instructional practices. Such beliefs can influence the development of new ideas regarding technology integration and related instructional practices” (Rehman & Bailey, 2014). In order to provide student-centered learning and technology-enhanced learning environments in the science classroom, teachers need to be provided explicit instruction, skill support, and examples.

Methodology

This annotated bibliography explores what research has been conducted to support preservice and classroom teachers in the process of integrating technology in the science curriculum. The articles selected include data analysis from the past five years, attempting to illustrate current technological advances, successes, and shortfalls.  This data can help inform and support future technology integration, to help transform teacher attitudes surrounding technology, and better work towards incorporating technology into their pedagogy, with a student-centered focus.

The resources were found through the CiteULike citation library for ETEC 533, along with searches through Google Scholar and the ERIC database. As advised by my professor, I searched for articles that were published in the last five years to ensure the research and data was recent and applicable to the framing issue. Keywords and phrases for search databases include “technology integration,” “collaboration”, “elementary science”, “professional development”, and “STEM.” Articles were selected that retrieved data in Canada and the United States. The keyword of “elementary science” ensured that articles occurred in elementary schools and classrooms. These articles were chosen because they frame the issue of technology integration with elementary teachers. Articles were excluded if they focused on integrating robotics or coding. The following selection of articles are noteworthy to frame the issue because they look at how preservice teachers are being prepared, the preexisting attitudes and beliefs of teachers that shape the decisions surrounding technology, and finally how important collaboration is in order to make technology integration successful.

Bibliography

Rehmat, A. P., & Bailey, J. M. (2014). Technology integration in a science classroom: Preservice teachers’ perceptions. Journal of Science Education and Technology, 23(6), 744–755.

This research is directly related to the issue of technology integration in a science classroom, focusing on how to prepare preservice teachers. This study explored 15 elementary science students’ experience, attitudes, and definition of incorporating technology into their pedagogy.  The data was collected over one semester, including pre-and-post technology surveys, lesson plans, and reflections on a variety of constructivist approach activities. The science methods course took a constructivist approach, with a focus on hands-on science activities. The research project revealed positive changes in attitudes and beliefs towards technology integration, when teachers were supported with explicit instruction and examples. In the data collection from preservice teachers prior to the study, teachers stated that they were hesitant to incorporate technology to provide deeper learning because they had limited understanding and experience how to utilize it in the educational field. Teachers hold viewpoints and preexisting beliefs around technology. These viewpoints can come in the form of only using technology for administrative tasks and curricular content transmission.

Rehmat and Bailey’s findings on the integration of technology in the science classroom supports the framing issue around how integral it is for preservice teachers to be provided the experience, knowledge, and skills that accompany technology use. From the research, technology courses need to be provided to teachers to introduce effective methods and provide skill development. Teachers need to see how technology supports different learning intentions, in order to understand how to effectively introduce technology to meet learners needs. The research indicates that technology instruction needs to surround how to use technology, not about the technology.

Pittman, T., & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development, 63(4), 539-554.

This study examined third, fourth, and fifth grade teachers from 47 public elementary schools in a Florida school district. An online survey was distributed online to all schools but one; which they requested to be delivered directly to the school. The survey distributed was designed to collect data on a number of factors. The factors that were investigated included teachers’ attitudes toward technology, barriers to technology, available technology accessibility at the school level and in the classroom, professional development, and available support (Pittman, T. & Gaines, T., 2015). The responses were assessed and divided into high-level and low-level integrators. Not surprisingly, teachers’ attitudes towards technology steer the way for what decisions they will make when deciding if and how they will integrate technology into their classrooms. The 2009 NCES survey indicated that 13% of the teachers surveyed spent no time on technology-related professional development activities during the 12 months prior to the survey (Pittman, T. & Gaines, T., 2015). Data collected supported the framing issue because teachers in my school have also expressed their need to be exposed to successful integration and explicitly show teachers how deeper learning can be accomplished with the support of technology.

The results of the study showed that the number one barrier that teachers face is a lack of computers/hardware, followed by adequate time and support to develop lesson plans and units that incorporate technology (Pittman & Gaines, 2015). This study supports the framing issue and recognizes the challenges; however it lacks ideas and direction going forward. The research study is not large enough to make decisions based on the data, to overcome the issues that were presented (Pittman & Gaines, 2015). The data reveals that teachers need the time and support to implement technology. Similar to the framing issue, there are pushbacks from experienced staff who feel that they are expected to learn how to utilize technology on their own time. Teacher’s need to be provided the time to learn how to use different media platforms. The research lacks opinions on administration providing support directly to teachers during the school day.

Potter, S. L., & Rockinson-Szapikw, A.J. (2012). Technology integration for instructional improvement: The impact of professional development. Performance Improvement, 51(2), 22-27. Doi:10.1002/pfi.21246

This article examined technology integration and how improvements in professional development can successfully support teachers, encouraging them to provide enhanced learning environments for students. This article frames the issue of administration leadership when implementing technology. Potter and Rockinson-Szapkiw (2012) recommend a sustained, administrative-supported and mentor-supported approach to professional development, in order to meet teachers needs so that technology is effectively integrated.

The article looks at the infective ways professional development has been introduced to classroom teachers in the past. It covers how one-day workshops are not beneficial because they lack hands-on experience, follow-up support, and mentorship. This article suggests that technology integration be long term and embedded in day-to-day practices (Rockinson-Szapkiw, 2012). Teachers need to be supported on how to use the equipment, as well as how to connect it to the learning intentions to create opportunities for learners do develop higher order thinking skills. The article claims that technology is visible within schools, however it’s not being used to its full potential, with student learning at the focus. As discussed in my interview with a colleague, the issue of pushback from teachers stems from their attitudes and beliefs surrounding technology. This article supports this idea, explaining that negative experiences with technology creates negative beliefs in their ability to develop technological pedagogical content knowledge (TPCK). They lay emphasis on the importance of having teacher mentors and administrative support at the school level. In my interview with a colleague, she explained, “When teachers collaborate and plan STEM activities, we are able to support each other and provide the space to share ideas and provide opportunities for risk-tasking.” The article coincides by stating that effective professional development activities will provide opportunities for teachers to share ideas, encourage technology, and feel safe to tasks risks.

Conclusion

The research (Rockinson-Szapkiw, 2012), my own experience, and information from my interview, has demonstrated how integral collaboration is at the school level for successful implementation of technology. Patterns that arose in the articles demonstrated the impact teacher’s pre-existing beliefs and attitudes play when it comes to technology. The main message received from the articles is that teachers need to see meaningful examples of technology use in the classroom. They want to see how other teachers are using technology to its full potential. Teachers don’t want to hear that technology is beneficial, they want to experience it. The technology needs to support the teachers and student’s goals. I think it would be beneficial for the articles to discuss Bates SECTIONS model (2015) to support teachers in making effective decisions around what use of media for teaching and learning is best for their students and school.

There are gaps in the research as many articles focus on preparing preservice teachers, and lack research on how to support experienced teachers. I question if districts place more importance on preparing preservice teachers with technology competencies, than supporting experienced teachers. “The novice teachers could provide technological mentorship for the veteran teachers. This allows for opportunities for both teachers to gain professional knowledge and build self-efficacy within a collaborative environment” (Rockinson-Szapkiw, 2012). The main message received from the articles is that technology integration takes time, support, and mentorship. Just as students in communities make meaning and learn through constructing their own knowledge (Vygotsky, 1978), teachers need to be provided the same learning contexts. To support science teachers with the new BC Curriculum, I think administrators need to provide built-in collaboration time. Administrators need to reach out to staff and find teachers to fill leadership roles in the school. This annotated bibliography has prompted me to reach out to my administrator to set up once-a-week meetings next year, to support staff with ways to incorporate technology that provides richer learning experiences for their learners. The district, administrators, and teachers need to remember that our goal is to meet our learners needs, and if technology will provide deeper learning contexts, we need to assess the research surrounding technology integration and move forward with hopeful attitudes.

 

References:

Bates, A. (2015). Teaching in a Digital Age. Retrieved June 24, 2017, from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

British Columbia Ministry of Education. (2015). B.C.’s New Curriculum. Retrieved from https://curriculum.gov.bc.ca/curriculum-info

Hite AS (2005). Are we there yet? A study of K-12 teachers’ efforts at technology integration. Ph.D. dissertation, The University of Pennsylvania, United States

Pittman, T., & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development, 63(4), 539-554.

Rehmat, A. P., & Bailey, J. M. (2014). Technology integration in a science classroom: Preservice teachers’ perceptions. Journal of Science Education and Technology, 23(6), 744–755.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press