ICT in science education: A new language of meaningful learning or a visual gimmick? Teacher perceptions of ICT's strengths and weaknesses

Abstract

The current tendency to integrate Information and Communication Technology (ICT) into teaching challenges teachers to both develop and convey Technological Pedagogical Knowledge (TPK). This study examines the extent to which science teachers who have integrated ICT into their practice really demonstrate awareness of the aspects of meaningful learning and TPK and how these manifest in their ICT implementations [Visualization of Science Concepts (VSC), promotion of Informational Searching Skills (ISS), Real-Life Problem Solving (RLPS), and Collaborative Knowledge Construction (CKC)]. The findings indicate that most teachers' perceptions of ICT implementations mainly concentrate on basic and traditional needs in primary science education: VSC and RLPS only. The findings don't indicate awareness of the importance of advanced implementations: ISS and CKC. The challenge of explicitly emphasizing the relationship between basic and advanced ICT implementations and the aspects of meaningful learning definitely exists. Both teacher preparation and cultural views regarding learning and instructional processes in science education contribute to successful outcomes with regard to science education.

Keywords: Science education, ICT, meaningful learning, TPK.