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A Multi-Case Study on Teaching Practices and How Teachers Use Technology to Support Scientific Inquiry in 1:1 Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Multi-Case Study on Teaching Practices and How Teachers Use Technology to Support Scientific Inquiry in 1:1 Classrooms./
Author:	Venzon, Nel C., Jr.
Description:	1 online resource (288 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438066649

A Multi-Case Study on Teaching Practices and How Teachers Use Technology to Support Scientific Inquiry in 1:1 Classrooms.
Venzon, Nel C., Jr.

A Multi-Case Study on Teaching Practices and How Teachers Use Technology to Support Scientific Inquiry in 1:1 Classrooms. - 1 online resource (288 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--University of Southern California, 2018.

Includes bibliographical references

Despite the widespread availability and frequency of use of technological tools in the classrooms, there is little empirical research on examining the teaching practices and how teachers use technology to support scientific inquiry. This multi-case study examined the teaching practices of two science teachers and how they used the technology to support scientific inquiry in 1:1 classrooms. The findings of this study indicated that the teacher participants' use of time and technology supported simple inquiry. Technological tools engaged students in scientific processes, but not complex thinking or student questioning, during inquiry process. Furthermore, the study found that technology use supported student engagement in simple inquiry, with or without contextualized learning. Technology use supported cooperation and engagement of students in simple inquiry, with or without the development of scientific knowledge. This study contributes critical knowledge on the teaching practices and how teachers use technology to support scientific inquiry in a 1:1 classroom setting. Finally, the implications and recommendations for practice, policy, and future research are explored.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438066649Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Multi-Case Study on Teaching Practices and How Teachers Use Technology to Support Scientific Inquiry in 1:1 Classrooms.
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520 $a Despite the widespread availability and frequency of use of technological tools in the classrooms, there is little empirical research on examining the teaching practices and how teachers use technology to support scientific inquiry. This multi-case study examined the teaching practices of two science teachers and how they used the technology to support scientific inquiry in 1:1 classrooms. The findings of this study indicated that the teacher participants' use of time and technology supported simple inquiry. Technological tools engaged students in scientific processes, but not complex thinking or student questioning, during inquiry process. Furthermore, the study found that technology use supported student engagement in simple inquiry, with or without contextualized learning. Technology use supported cooperation and engagement of students in simple inquiry, with or without the development of scientific knowledge. This study contributes critical knowledge on the teaching practices and how teachers use technology to support scientific inquiry in a 1:1 classroom setting. Finally, the implications and recommendations for practice, policy, and future research are explored.
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