Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19432
Title: 
Science teachers’ engagement with ICT in Singapore: Different perspectives
Authors: 
Keywords: 
In-service science teachers
Narratives
ICT use
Professional development
Issue Date: 
2017
Citation: 
Tan, A. L., & Tan, S. C. (2017).Science teachers’ engagement with ICT in Singapore: Different perspectives. In W. Chen, J.-C. Yang, A. F. Mohd Ayub, S. L. Wong, & A. Mitrovic (Eds.), Proceedings of the 25th International Conference on Computers in Education (pp. 937-945). Retrieved from http://icce2017.canterbury.ac.nz/proceedings_main
Abstract: 
In this paper, we present narratives of three in-service biology teachers in their journey with the use of Information and Communication Technology (ICT) in their practices. These narratives provide useful insights into the in-service science teachers’ ideas, dilemmas and actual usage of ICT. The use of narratives to present perspectives of biology teachers’ engagement with ICT is a deliberate one ─ different teachers have different experiences with their students and across different schools. As such, the stories generated are different but personal and real to each participant. The in-service teachers are purposively sampled: all of them having taught science in secondary school for at least three years and had shown a keen interest in technology during their pre-service teacher program. A series of questions was used to help the participants reflect on their experiences and craft their narratives. These narratives were then analysed using content analysis of recurring themes. From the narratives, we found that generic ICT tools could be used for evaluation of students’ learning while specific ICT tools such as sensors were used for the teaching of specific scientific concepts and to support scientific inquiry. Further, in deciding which ICT tool to adopt for their lessons, teachers took into consideration external factors such as availability of wireless networks, school infrastructure, ease of setting, and students’ motivation. In terms of professional development on the use of ICT, we found that sharing sessions on what works, time and space for experimenting with new ideas, and in-depth implementation of fewer ideas rather than many ideas worked for the teachers.
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