In-service teacher education course module design focusing on usability of ICT applications in science education

Authors

  • Jari Lavonen University of Helsinki
  • Heidi Krzwacki University of Helsinki
  • Laura Koistinen University of Helsinki
  • Manuela Welzel-Breuer University of Education Heidelberg
  • Roger Erb Goethe-Universität

DOI:

https://doi.org/10.5617/nordina.523

Abstract

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifying
the needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of the
outcomes of both the theoretical and empirical problem analysis.

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Published

2012-09-01

Issue

Vol. 8 No. 2 (2012)

Section

Articles

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