Journal article
Elementary School Teachers’ Use of Technology for Knowledge Generation in Science Classrooms
The Elementary school journal, Vol.125(3), pp.392-416
03/01/2025
DOI: 10.1086/734338
Abstract
This multiple case study explored how elementary school teachers use technology, especially for generative science learning, and why they use it the way they do. Data were collected through qualitative methods (interviews and observations) from seven elementary school teachers. The results showed that the participant teachers used technology mainly to support their students’ representation and research practices in science. The analysis also showed that the teachers who were more oriented to generative learning were more open to using technology as a tool for student research, collaboration, and argument, even if they had limitations in technology access and support. The results indicated a need for professional development programs for elementary school teachers that help them shift their orientation toward generative learning. The professional development efforts should also model how to use various technologies to support students’ knowledge generation in science.
Details
- Title: Subtitle
- Elementary School Teachers’ Use of Technology for Knowledge Generation in Science Classrooms
- Creators
- Jale Ercan-Dursun - University of AlabamaJee Kyung Suh - University of AlabamaBrian Hand - University of IowaGavin Fulmer - DataKindKrystal Flantroy - University of Alabama
- Resource Type
- Journal article
- Publication Details
- The Elementary school journal, Vol.125(3), pp.392-416
- DOI
- 10.1086/734338
- ISSN
- 0013-5984
- eISSN
- 1554-8279
- Publisher
- UNIV CHICAGO PRESS
- Grant note
- National Science Foundation: 1812576
This work was supported by National Science Foundation award number 1812576. Jale Ercan-Dursun is a PhD candidate in the Department of Curriculum and Instruction at the University of Alabama; Jee Kyung Suh is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama; Brian Hand is a professor of science education at the University of Iowa; Gavin Fulmer is a senior manager for research at DataKind; Krystal Flantroy is a graduate student in the Department of Curriculum and Instruction at the University of Alabama. Correspondence may be sent to Jale Ercan-Dursun at jercandursun@crimson.ua.edu.
- Language
- English
- Electronic publication date
- 02/18/2025
- Date published
- 03/01/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984792375302771
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