Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

• Published in: Journal of science education and technology 2013-12, Vol.22 (6), p.838-857
• Main Authors: Maeng, Jennifer L., Mulvey, Bridget K., Smetana, Lara K., Bell, Randy L.
• Format: Article
• Language: English
• Subjects: Analysis; Appropriate technology; Computer Literacy; Data Analysis; Data Collection; Decision Making; Digital images; Digital imaging; Education; Educational Technology; Information Dissemination; Information technology; Inquiry; Interviews; Investigations; Lesson Plans; Masters Programs; Observation; Pedagogical Content Knowledge; Pedagogy; Preservice Teachers; Reflection; Science Education; Science Instruction; Science learning; Science Teachers; Sciences education; Student teaching; Students; Study and teaching; Teacher Educators; Teachers; Teaching Methods; Technology; Technology Integration; Technology Uses in Education; Technology utilization
• ISSN: 1059-0145; 1573-1839
• DOI: 10.1007/s10956-013-9434-z

This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students' investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants' technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators' development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.