Abstract
The goal of this study was to examine pre-service STEM teachers’ attitudes and perceptions about the effectiveness of various learning methods and, in specific, the use of information and communication technologies (ICTs) as means for enhancing progressive education. The study was conducted among two cohorts of pre-service STEM teachers (N = 103) in the years 2006 and 2012. The mixed method approach was used to compile data from two research tools: an attitudes questionnaire and reflective drawings. The findings of the first cohort indicated a conflict between the participants’ declared attitudes and their perceptions, suggesting a gap between their inclination to coincide with educational trends, and their actual views about the use of ICTs in the classrooms. The first cohort’s drawings illustrated ICTs as distractive technologies, ineffective tools for teaching and learning, impairing teachers’ authority, and distancing teachers and students from each other. Findings of the second cohort indicated that the gap between attitudes and perceptions was narrowed in such a way that preservice STEM teachers did not see ICTs as threatening, but they perceived them as instrumental for leveraging progressive education.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barak M, Dori YJ (2005) Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Sci Educ 89(1):117–139
Barak M, Dori YJ (2009) Enhancing higher order thinking skills among in-service science education teachers via embedded assessment. J Sci Teach Educ 20(5):459–474
Barak M, Dori YJ (2011) Science education in primary schools: is an animation worth a thousand pictures? J Sci Educ Tech 20(5):608–620
Barak M, Rafaeli S (2004) Online question-posing and peer-assessment as means for Web-based knowledge sharing. Int J Hum Comp Stu 61(1):84–103
Barak M, Ziv S (2013) Wandering: a Web-based platform for the creation of location-based interactive learning objects. Com Educ 62:159–170
Barak M, Lipson A, Lerman S (2006) Wireless laptops as means for promoting active learning in large lecture halls. J Res Tech Educ 38(3):245–264
Barak M, Harward J, Kocur G, Lerman S (2007) Transforming an introductory programming course: from lectures to active learning via wireless laptops. J Sci Educ Tech 16(4):325–336
Barak M, Nissim Y, Ben-Zvi D (2011) Aptness between teaching roles and teaching strategies while integrating ICT into science education. Intred J e-Learn Learn Obj 7:305–322
Berenfeld B, Yazijian H (2010) Global lab: harnessing the cloud & social networking for K-12 science learning since 1991. In: Gibson D, Dodge B (eds) Proceedings of society for information technology and teacher education international conference. AACE, Chesapeake, pp 3544–3547
Bransford JD, Brown AL, Cocking RR (2000) How people learn: brain, mind, experience and school (expanded ed.). The National Academy Press, Washington
Bruner JT (1993) Schools for thought. MIT Press, Cambridge
Czerniak CM, Lumpe AT (1996) Relationship between teacher beliefs and science education reform. J Sci Teach Educ 7(4):247–266
David JL (1994) Realizing the promise of technology: a policy perspective. In: Means B (Ed.), Technology and education reform Jossey-Bass, San Francisco, pp 169–190
Davis KS (2003) Change is hard: what science teachers are telling us about reform and teacher learning of innovative practices. Sci Educ 87(1):3–30
Denzin NK, Lincoln YS (eds) (2005) The sage handbook of qualitative research, 3rd edn. Sage Publications, Thousand Oaks
Dewey J (1963) Experience and education. Collier MacMillan, New York (Original work published 1938)
Hammer EF (1980) The clinical application of projective drawings. Charles C. Thomas, Springfield
Hammond LD, Austin K, Orcutt S, Rosso J (2001) The learning classroom: theory into practice: a telecourse for teacher education and professional development. Stanford University School of Education, Stanford, pp 1–22
Hayes W (2007) Progressive education movement: is it still a factor in today’s schools. Rowman Littlefield Education, Lanham
Jimoyiannis A (2010) Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Comp Educ 55(3):1259–1269
Johnston RB, Onwuegbuzie AJ (2004) Mixed methods research: a research paradigm whose time has come. Educ Res 33:14–26
Katz P, McGinnis JR, Hestness E, Riedinger K, Marbach-Ad G, Dai A, Pease R (2011) Professional identity development of teacher candidates participating in an informal science education internship: a focus on drawings as evidence. Int J Sci Educ 33(9):1169–1197
Law N, Pelgrum WJ, Plomp T (eds) (2008) Pedagogy and ICT use in schools around the world: findings from the IEA SITES 2006 study. CERC-Springer, Hong Kong
Lillard A (2005) Montessori: the science behind the genius. Oxford University Press, New York
Linn MC (1998) Learning and instruction in science education: Taking advantage of technology. In: Tobin D, Frazer B (eds) International handbook of science education. Kluwe, Dordrecht
Midoro V (ed) (2005) European teachers towards the knowledge society. Menabò, Cortona
Niederhauser DS, Stoddart T (2001) Teachers’ instructional perspectives and use of educational software. 17:15–31
Oppenheimer T (2003) The flickering mind: the false promise of technology in the classroom and how learning can be saved. Random House, New York
Orland-Barak L, Klein S (2005) The expressed and the realized: mentors’ conversation and its realization in practice. Teach Teach Educ 21(4):379–402
Paiget J (1970) The science of education and the psychology of the child. Grossman, NY
Romeo G, Lloyd M, Downes T (2012) Teaching teachers for the future (TTF): building the ICT in education capacity of the next generation of teachers in Australia. Aust J Educ Techn 28(6):949–964
Vygotsky LS (1978) Mind in society: the development of higher psychological processes. University Press Cambridge, Harvard
Acknowledgments
The author wishes to thank Mr. Arthur Kogan and the team of research assistance for helping with the complex data analysis and for corroborating the results of this study.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Barak, M. Closing the Gap Between Attitudes and Perceptions About ICT-Enhanced Learning Among Pre-service STEM Teachers. J Sci Educ Technol 23, 1–14 (2014). https://doi.org/10.1007/s10956-013-9446-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-013-9446-8