Nipyrakis, A. & Stavrou, D. (2022). Integration of ICT in science education laboratories by primary student teachers. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, robotics, mobile apps in early childhood and primary education (pp. 55–78). Springer Singapore. https://doi.org/10.1007/978-981-19-0568-1_4

Abstract:

“Integration of Information and Communication Technologies (ICT), such as datalogging systems in science teaching laboratories has a long-standing and ongoing history. However, teachers’ views and practices should be examined in order to achieve higher levels of efficacy and meaningful implementation of ICT in schools. In the present study, 12 primary student teachers along with an expert design and develop lab teaching material by implementing datalogging systems. The extent to which they integrate datalogging, as well as the nature of integration of ICT that they adopt is been studied through qualitative analysis of group discussions and quantitative analysis of the science experiments developed. Findings of the study reveal that student teachers addressed difficulties in ‘actively’ integrating technology in a non-negligible amount of experiments, not only due to lack of content and technological content knowledge needed, but also due to cultural incompatibilities with the innovative and student-centered affordances of datalogging. Student teachers also held limited views of technology and regarded dataloggers mostly as measurement tools and not as a tool for inquiry. Moreover, student teachers’ prior experiences on using ICT as well as their prime emphasis on PCK strongly affected the design of experiments, indicating a PCK to TPACK approach.”