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Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction

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Abstract

This investigation provides detailed descriptions of preservice secondary science teachers’ technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students’ investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants’ technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators’ development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.

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Acknowledgments

This research was supported in part by a Fund for the Improvement in Post-Secondary Education (FIPSE) grant. The results represent the findings of the authors and do not necessarily represent the view of personnel affiliated with the United States Department of Education.

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Authors and Affiliations

  1. University of Virginia, Charlottesville, VA, USA

    Jennifer L. Maeng

  2. Kent State University, Kent, OH, USA

    Bridget K. Mulvey

  3. Loyola University Chicago, Chicago, IL, USA

    Lara K. Smetana

  4. Oregon State University, Corvallis, OR, USA

    Randy L. Bell

Authors
  1. Jennifer L. Maeng
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  2. Bridget K. Mulvey
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  3. Lara K. Smetana
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  4. Randy L. Bell
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Corresponding author

Correspondence to Jennifer L. Maeng.

Appendices

Appendix 1: Sample Entrance Interview Questions

  1. 1.

    How do you define technology, as used in science classrooms?

  2. 2.

    When do you think it is appropriate to incorporate technology into the lesson?

  3. 3.

    What do you see as the purpose of using technology in teaching science?

  4. 4.

    Do you think having the computer and projector in your classroom will impact your science instruction? If so, how?

  5. 5.

    What are some specific ways that you plan to use the computer and projector?

Appendix 2: Sample Exit Interview Questions

  1. 1.

    Describe your most and least successful technology lessons.

  2. 2.

    How did your cooperating teacher affect your technology use during your student teaching experience?

  3. 3.

    What are some specific ways that you used the computer and projector?

  4. 4.

    What are the most significant outcomes on student learning or engagement resulting from your use of the computer and projector?

  5. 5.

    What were you able to with the technology that you would not have been able to do without the technology?

  6. 6.

    Can you recall an instance where you had planned to teach in a particular manner and you changed your approach because you had access to technology?

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Maeng, J.L., Mulvey, B.K., Smetana, L.K. et al. Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction. J Sci Educ Technol 22, 838–857 (2013). https://doi.org/10.1007/s10956-013-9434-z

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