Investigation of technology integration knowledge of Science teachers: a case study

Investigation of technology integration knowledge

Abstract

The distance education process, which was passed with the Covid-19 pandemic, once again demonstrated the importance of teachers' technology knowledge. In this direction, the purpose of this study is to examine the science teachers' knowledge of technology integration into their lessons. In this context, the participants' knowledge of technologies that can be used in science education was examined and their ability to use these technologies in their lessons, as well as their ideas about the necessity of technology integration into science education. The research was a qualitative study with a multiple holistic case study design. Participants were determined by criterion sampling and 16 science teachers from six different schools in the city center of Nigde participated in the study. The data were collected in 2019-2020 academic year. Semi-structured interviews with teachers and classroom observations were used to collect the data. As a result of the research, it was revealed that teachers thought that different technology applications should be included in science lessons by taking into account the subject and learner characteristics, but in the observation, Science teachers who participated in the study did not actually go beyond using computers and projectors. In order to find a solution to this situation, teachers think that it may be beneficial to include applied courses on technology integration to science courses in undergraduate education, to be able to choose courses from other departments to learn technology integration in undergraduate education, and to provide practical and in-service training in small groups by experts from universities.