TEACHERS’ USE OF TECHNOLOGY IN SCIENCE SUPPORTS STUDENT KNOWLEDGE

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TEACHERS’ USE OF TECHNOLOGY IN SCIENCE SUPPORTS STUDENT KNOWLEDGE

Introduction

  • Technological literacy is fundamental across all walks of life. The technology hallmark provides teachers with the ultimate opportunity to transform by using digital resources to provide knowledge to students.
  • The purpose of this study stemmed from the need to enhance student understanding through the use of technology.
  • The main goal was to find ways of improving student understanding by equipping teachers with the technological resources necessary to attain technological literacy. This would improve the performance in the science disciplines among the students.
  • The objective of this study was to investigate how scientific technological materials help in creating an impact toward the enhancement of student understanding.

Research Methodology

  • The sample for this research comprised of a single team of 160 eighth grade students sharing the same instructors or teachers. The sample selected for study was also diverse in terms of performance or academic ability of the students, students from both public and private schools, schools from discordant locations and students of distinct races and ethnicities so as to give a good representation of the population in the local school district.
  • The testing administered by this research using technology tools incorporated into the classrooms and technology surveys completed by teachers and students during the science class. The eighth grade students selected ranged from eleven to thirteen year olds and all came from families situated in the local town.
  • Surveys were also administered in this research to collect data from students and teachers. The data comprised of answers given by students and teachers pre and post the implementation of technology in teaching and learning science.
  • The amassed data was analyzed and compared with the objective of determining whether there was improvement in student understanding or knowledge and motivation when a teacher includes technology tools in teaching science.
  • The answers provided by students and teachers through the surveys were recorded on an Excel spreadsheet for analysis and comparison before being published.

Results-teachers’ USE OF TECHNOLOGY IN SCIENCE SUPPORTS STUDENT KNOWLEDGE

  • The answers given by the students and teachers evinced that the students were computer savvy and did not experience difficulties while utilizing the technology tools incorporated into their learning regardless of whether they were external tools or software programs, especially when technology was applied moderately as shown in the graph below.
  • The responses in the survey also showed that students were normally frustrated during the occasions whereby the technology did not function properly or when the teachers experienced difficulties using the technology tools to teach. Thus, this was a hindrance when it comes to fostering student knowledge and understanding.
  • Approximately two thirds of the students who took the survey indicated that their motivation, understanding and grades improved due to the incorporation of technology in teaching and learning science and other subjects as shown in the chart below.
  • The remaining third were of the opinion that the inclusion of technology in teaching and learning made no difference in their understanding and performance, that is, it neither improved nor hindered them.
  • Based on the responses of the teachers, the greatest hindrance to technology use in schools was the high cost of acquiring various hardware and software for use in teaching and learning, as well as, training teachers to effectively utilize the technology.
  • Nonetheless, the surveys revealed that with proper budgeting and allocation of sufficient funds by the government, schools could afford to purchase technology tools and train teachers.

Conclusion-teachers’ USE OF TECHNOLOGY IN SCIENCE SUPPORTS STUDENT KNOWLEDGE

  • The use of technology in teaching and learning creates a positive impact towards the enhancement of student understanding by promoting flexibility, versatility, as well as, instant testing and feedback despite the constraints that inhibit the potential of technology in fostering student understanding in the context of science education, for instance, high cost of acquiring appropriate hardware and software, as well as, providing sufficient training to instructors to apply blended learning instead of just traditional methods of teaching.
  • Notwithstanding, strategies or ways that teachers, students, schools and the government can implement to surmount the constraints of technology use in science education and enhance student understanding include allocation of more funds for training teachers and proper planning by teachers and schools