For Grade V Pupils For School Year 2017-2018: Use of Technology To Make Science Classroom More Engaging and Relevant
For Grade V Pupils For School Year 2017-2018: Use of Technology To Make Science Classroom More Engaging and Relevant
For Grade V Pupils For School Year 2017-2018: Use of Technology To Make Science Classroom More Engaging and Relevant
ANNABELLE P. HERTEZ
Proponent
NOTED:
FERNANDO L. DE GUZMAN
Principal IV
APPROVED:
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
Introduction
This study examines the development of technology, pedagogy, and content knowledge (TPACK)
in four in-service secondary science teachers as they participated in a professional development program
focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the
program, probeware, mind-mapping tools (CMaps), and Internet applications ― computer simulations,
Science teaching is such a complex, dynamic profession that it is difficult for a teacher to stay up-
to-date. For a teacher to grow professionally and become better as a teacher of science, a special,
To better prepare students for the science and technology of the 21st century, the current science
education reforms ask science teachers to integrate technology and inquiry-based teaching into their
instruction (American Association for the Advancement of Science, 1993; National Research Council
[NRC], 1996, 2000). The National Science Education Standards (NSES) define inquiry as “the diverse ways
in which scientists study the natural world and propose explanations based on the evidence derived from
their work” (NRC, 1996, p. 23). The NSES encourage teachers to apply “a variety of technologies, such as
hand tools, measuring instruments, and calculators [as] an integral component of scientific investigations”
to support student inquiry (p.175). Utilizing technology tools in inquiry-based science classrooms allows
Teaching science as emphasized in the reform documents, however, is not easy. Science teachers
experience various constraints, such as lack of time, equipment, pedagogical content knowledge, and
pedagogical skills in implementing reform-based teaching strategies (Crawford, 1999, 2000; Roehrig & Luft,
2004, 2006). One way to overcome the barriers and to reform teaching is to participate in professional
development programs that provide opportunities for social, personal, and professional development (Bell
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
& Gilbert, 2004). Professional development programs in which teachers collaborate with other teachers,
reflect on their classroom practices, and receive support and feedback have been shown to foster teachers’
professional development (Grossman, Wineburg, & Woolworth, 2001; Huffman, 2006; Loucks-Horsley,
Educational technology tools such as computers, probe ware, data collection and analysis
software, digital microscopes, hypermedia/multimedia, student response systems, and interactive white
boards can help students actively engage in the acquisition of scientific knowledge and development of the
nature of science and inquiry. When educational technology tools are used appropriately and effectively in
science classrooms, students actively engage in their knowledge construction and improve their thinking
Many new educational technology tools are now available for science teachers. However,
integrating technology into instruction is still challenging for most teachers (Norris, Sullivan, Poirot, &
Soloway, 2003; Office of Technology Assessment [OTA], 1995). The existing studies demonstrate that
technology integration is a long-term process requiring commitment (Doering, Hughes, & Huffman, 2003;
Hughes, Kerr, & Ooms, 2005; Sandholtz, Ringstaff, & Dwyer, 1997). Teachers need ongoing support while
they make efforts to develop and sustain effective technology integration. Professional learning
communities, where teachers collaborate with other teachers to improve and support their learning and
teaching, are effective for incorporating technology into teaching (Krajcik et al., 1994; Little, 1990). As a
part of a community, teachers share their knowledge, practices, and experiences; discuss issues related to
student learning; and critique and support each others’ knowledge and pedagogical growth while they are
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
The need for participant-driven professional development programs in which teachers engage in inquiry
and reflect on their practices to improve their learning about technology has been emphasized by many
researchers (Loucks-Horsley et al., 2003; Zeichner, 2003). Zeichner, for example, argued that teacher
improve their learning and practices, teachers should become teacher researchers, conduct self-study
research, and engage in teacher research groups. These collaborative groups provide teachers with
Conceptual Framework
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
This study aims to determine the uses of Technology to Make Science Classroom More Engaging and
Relevant for Grade V Pupils of Gordon Heights I Elementary School for School Year 2017-2018.
1. What are the information about teachers’ knowledge and skills about using technology tools in
their classrooms?
2. What are the information about the effectiveness of the summer course on teachers’ learning
Hypothesis
There is no significant difference in using technology to make Science classroom more engaging and
The researcher assessed the uses of technology to make Science classroom more engaging and relevant
for grade V Pupils in terms of different strategies and techniques using modern technology in relation to the
The results of these assessment would be of the great significance to the education stakeholders such as
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
Teachers. This study would provide understanding to teachers on how they will improve their
strategies and approaches in teaching Science using technology.It will serve as an evaluation of their
current achievement that may inspire them to continue providing pupils with meaningful experiences that
School Heads . The finding of this study will serve as the basis of the school head in designing a
functional school development plan and in implementing different programs that will make the teachers and
pupils more productive individuals in their own society. Being aware of the different problem of pupils to
engage and be relevant in learning Science using technoogy would make the school heads understand and
Pupils . The learners are the ultimate beneficiaries of this study. They will understand more the
METHOD
Type of Research
This study used the descriptive type of research. This method describes systematically the facts
and characteristics of a given population or area of interest, factually and accurately. Its primary concern is
Fraenkel and Wallen (2006) exemplified descriptive type of research as “describes and interprets
what is”. It is concerned with conditions or relationships that exist, opinions that are held, processes that
are going on, effects that are evident, or trends that are developing. It is primarily concerned with the
present, although it often considers past events and influences as they relate to current conditions.
This type of research describes phenomena as they exist. It is used to identify and obtain information on
the characteristics of a particular issue. The data collected are often quantitative, and statistical techniques
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
are usually used to summarize the information. Descriptive research goes further than exploratory research
in examining a problem since it is undertaken to ascertain and describe the characteristics of the issue.
The respondents of this study will be the grade V pupils of Gordon Heights I Elementary School of
Olongapo.
Table 1
Distribution of Respondents
Total 25 25
A permission to administer the questionnaire was secured from the Schools Division Superintendent (Thru
channels). The school principal of Gordon Heights I Elementary School sent an endorsement letter to the
Division Office to allow researcher to float questionnaire to the respondents. The researcher will assure the
The questionnaire was administered to the target respondents, will be tallied and analyzed.
The researcher verified some information needed which were not contained in gathered
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
Data Analysis
The data gathered was organized and processed through the Statistical Package for Social
Sciences (SPSS). As one of the rules followed in the use of the software, the formula of the statistical tools
used were not reflected anymore since the computer did not follow the steps in the manual computation.
The data was treated, analyzed and interpreted so as to answer the questions posted previously
in this study. The profiles, teacher performance rating and performance level of pupils in reading will
establish by frequency and percentage distribution. Mean will be used to determine the teacher
effectiveness in terms of teacher competence and teacher characteristics. The Pearson’s Product Moment
of Correlation will be used to test the degree of relationship between the independent variables which is the
level of effectiveness of teachers and the performance of pupils in reading. The t-test for independent
means and analysis of variance (ANOVA) will be utilized for testing the differences of effectiveness in
teaching reading when teacher respondents are grouped according to their profiles. The t- test for
dependent variable will utilize for testing the differences of the teaching of reading by teachers to the
different measures of effectiveness. The rejection or acceptance of a null hypothesis is based on some
level of significance as a criterion. The following were the rules adopted in hypothesis testing decisions if
the probability value is equal or less than 0.05, the null hypothesis is rejected in favor of the research
hypothesis; and if the probability value is greater than 0.05, the null hypothesis is accepted.
Conclusion
1. Based on the results of this study it is evident that further research needs to be conducted in
some areas. Regarding science teachers’ development, it is clear that more data needs to be
collected from experienced science teachers who have already incorporated technology into
their teaching. Experienced science teachers may help us to gain a better understanding of
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
how to engage the pupils more in learning. In addition, the comparison studies between
beginning and experienced science teachers’ using technology in teaching may allow us to
create better teacher education and professional development programs that focus on
Recommendations
1. The findings of this study provide to improve science teachers’ in teaching using technology. Well-
developed programs that provide opportunities for participating teachers to build and sustain
“learning communities” seem to have positive impacts on science teachers’ technology integration.
technology. With models such as Loucks-Horsley et al., (2003) and Bell and Gilbert’s (2004), which
3. The follow-up activities and action research were critical in addressing and developing individual
teachers’ classroom practices. In particular, it was found to be necessary to provide teachers follow-
up assistance during the time when they were designing and implementing their technology-
4. The findings of this study also suggest that teachers should reflect on their classroom practices in
order to incorporate technology and inquiry into their teaching more effectively.
teachers opportunities to reflect on their teaching and share their experiences both with
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
In this study, participating teachers were followed for one year. Technology integration takes time and
requires commitment.
Interventions
After gathering and analyzing the data results Grade V Pupils will undergo technology strategies
interventions that utilize the engagement and relevant science classroom in learning Science by the use
of technology.
Table 2
Plan of Action
Use modern technology in June 2017- March 2018 More engaging and relevant
Pupils
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USE OF TECHNOLOGY TO MAKE SCIENCE CLASSROOM MORE ENGAGING AND RELEVANT
References
Bell, B., & Gilbert, J. (2004). A model for achieving teacher development. In J. Gilbert (Ed.), The
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of
Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York:
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