The impact of technology enhanced science instruction on pedagogical beliefs and practices     

Janice E. J. Woodrow  Jolie A. Mayer-Smith  Erminia G. Pedretti 《Journal of Science Education and Technology》1996,5(3):241-252

The paper presents a qualitative case study of a Technology Enhanced Instruction (TEI) model called Technology Enhanced Secondary Science Instruction (TESSI). The implementation of TEI in TESSI classrooms resulted in significant changes in the educational beliefs, and the teaching and learning practices of those involved: a) classroom structures were modified to emphasize guided, self-directed learning; b) views of learning were transformed to regard skills such as time management, goal setting, self monitoring, and problem solving to be as significant as science knowledge; and c) teachers' roles were changed from transmitters of knowledge to facilitators of learning. These changes are illustrated through reflections by the teachers, students, administrators and researchers associated with the Project. TESSI resulted in a significant increase in enrollment and achievement as measured by government exams.  相似文献   

An Examination of How Science Teachers' Experiences in a Culture of Collaboration Inform Technology Implementation     

Mayer-Smith  Jolie  Pedretti  Erminia  Woodrow  Janice 《Journal of Science Education and Technology》1998,7(2):127-134

This paper presents a case study of Technology Enhanced Secondary Science Instruction (TESSI), a school-university collaboration designed to explore what can be accomplished when teachers and researchers work together to bring technology into the secondary science classroom. Features that contributed to a successful and powerful collaboration are explored. The paper illustrates how a culture of collaboration may contribute to significant technological reform, and foster conceptual change leading to distinctive pedagogy and praxis. The findings support Kimmel and Deek's contention that teachers should take a central role in reforms that direct the implementation of technologies within the classroom. The study highlights the value of drawing upon teacher experience, perspectives, and knowledge of classroom contexts, and illustrates how these may serve as a basis for designing successful technology implementation.  相似文献