REVIEW OF RELATED LITERATURE
  The use of technology in education has eco!e an inc"easingly i!#o"tant a"ea of 
"esea"ch du"ing the #ast se$e"al decades% Du"ing this ti!e& technology has een used as a
!ediu! to encou"age in'ui"y& enhance co!!unication& const"uct teaching !ate"ials& and assist
students( self)e*#"ession +,ea- et al%& .//01% Acco"ding to ,ea- and othe"s .//0& technology
could e use to encou"age in'ui"y 2hich is $e"y i!#o"tant in teaching science in ele!enta"y% It
also enhances co!!unication and !ost i!#o"tantly is that 2e can const"uct teaching !ate"ials
suited to ou" lesson in easy 2ay to #"o$ide ette" lea"ning e*#e"iences%
  The i!#o"tance of technology fo" science in schools is i!#ossile to igno"e& as its use
has the #otential to cont"iute to science teaching and lea"ning y e*#editing and enhancing
2o"- #"oduction& su##o"ting e*#lo"ation and e*#e"i!entation& su##o"ting collecti$e -no2ledge)
 uilding& i!#"o$ing !oti$ation and engage!ent& offe"ing lea"ne"s !o"e "es#onsiility and
cont"ol th"ough indi$idual e*#lo"ation and e*#e"i!entation& and hel#ing students to $isuali3e
 #"ocesses !o"e clea"ly +Henessy& .//41% Resea"ch "e#o"ts that e*#e"ienced teache"s see!
"eluctant to inco"#o"ate educational technology in schools& 2hile student teache"s and ne2ly
'ualified teache"s a"e !o"e confident use"s of educational technology +5alanouli and 6c7ai"&
.//89 6adden et al% .//:9 ;i!e and P"iestley& .//:9 Ande"sson& .//41%
The state!ents of diffe"ent autho"s !entioned ao$e "e$eals that educational
technology is "eally effecti$e in teaching science% In ou" gene"ation technology "eally !atte"s as
fa" as students( aility to lea"n is conce"ned% ;o!e in$ention in science 2ill not e #ossile
2ithout technology% The ad$ent of technology "eally enefits !a<o"ity of the students of todays
gene"ation%
  5ene"ally& technology in class"oo!)"elated acti$ities "efe"s to co!#ute"s and $ideos
and the associated ha"d2a"e& net2o"-s& and soft2a"e that enale the! to function +6ehlinge" and
Po2e"s& .//.1% Educational technology has an effecti$e "ole in !o$ing f"o! teache")cent"ed
lea"ning acti$ities to student)cente"ed lea"ning acti$ities% Ho2e$e"& the "ole of a teache" "e!ains
c"ucial to the effecti$e use of educational technologies +=hao et al%& .//81%
The"efo"e& ha$ing teache"s 2ho a"e co!#etent in using and !anaging educational
technology is i!#o"tant% One 2ay of sol$ing this #"ole! is y t"aining student teache"s in
educational technology du"ing thei" initial teache" education +;!a"-ola& .//01%
It is still the teache" 2ho 2ill !a-e it effecti$e% The teache" !ust ha$e the aility to
use co!#ute" to #"o$ide ette" lea"ning e*#e"iences fo" the #u#ils% They a"e the one 2ho is
"es#onsile to use it% Technology fo" ette" inst"uction is useless if the teache"s a"e not using it
 #"o#e"ly fo" teaching%
  Anothe" i!#o"tant facto" fo" focusing on educational technology du"ing initial teache" 
education is the fact that student teache"s o" ne2ly 'ualified teache"s a"e !o"e 2illing to lea"n
and use educational technology in thei" class"oo! #"actices% The successful use of educational
technology de#ends la"gely on the attitudes of teache"s and thei" 2illingness to e!"ace ne2
technology +Teo et al%& .//>1% A #ositi$e attitude to2a"ds educational technology 2ill de$elo# an
intention o" dete"!ination to use educational technology in he"?his class"oo!% The $alue of o" 
teache"s( #e"ce#tions of the usefulness of ne2 technologies a"e also c"itical +6a et al%& .//:1% It is
"e#o"ted that teache"s gene"ally elie$e in the usefulness of educational technology in the
class"oo! + Plu!!& .//01% If a teache" elie$es in the usefulness of educational technology& it
 
"elated the necessa"y s-ills% ;ince teache"s a"e the -eys to the effecti$e use of co!#ute"s in the
educational syste! +=hao et al%& .//81& it is i!#o"tant to unde"stand thei" attitudes to2a"d
co!#ute"s%
Educational technology tools such as co!#ute"s& #"oe2a"e& data collection and analysis
soft2a"e& digital !ic"osco#es& hy#e"!edia?!ulti!edia& student "es#onse syste!s& and inte"acti$e
2hite oa"ds can hel# students acti$ely engage in the ac'uisition of scientific -no2ledge and
de$elo#!ent of the natu"e of science and in'ui"y% When educational technology tools a"e used
a##"o#"iately and effecti$ely in science class"oo!s& students acti$ely engage in thei" -no2ledge
const"uction and i!#"o$e thei" thin-ing and #"ole! sol$ing s-ills +T"o2"idge& ,yee& @
Po2ell& .//01% 6any ne2 educational technology tools a"e no2 a$ailale fo" science teache"s%
Ho2e$e"& integ"ating technology into inst"uction is still challenging fo" !ost teache"s +7o""is&
;ulli$an& Poi"ot& @ ;olo2ay& .//9 Office of Technology Assess!ent BOTA& 8:1% The e*isting
studies de!onst"ate that technology integ"ation is a long)te"! #"ocess "e'ui"ing co!!it!ent
+Doe"ing& Hughes& @ Huff!an& .//9 Hughes& e""& @ Oo!s& .//:9 ;andholt3& Ringstaff& @
D2ye"& 8>1% Teache"s need ongoing su##o"t 2hile they !a-e effo"ts to de$elo# and sustain
effecti$e technology integ"ation% P"ofessional lea"ning co!!unities& 2he"e teache"s collao"ate
2ith othe" teache"s to i!#"o$e and su##o"t thei" lea"ning and teaching& a"e effecti$e fo" 
inco"#o"ating technology into teaching +"a<ci- et al%& 89 Little& 8/1% As a #a"t of a
co!!unity& teache"s sha"e thei" -no2ledge& #"actices& and e*#e"iences9 discuss issues "elated to
student lea"ning9 and c"iti'ue and su##o"t each othe"s( -no2ledge and #edagogical g"o2th 2hile
they a"e lea"ning aout ne2 technologies +Hughes et al%& .//:1% Technology integ"ation is !ost
 
thei" #"actices to i!#"o$e thei" lea"ning aout technology has een e!#hasi3ed y !any
"esea"che"s +Louc-s)Ho"sley et al%& .//9 =eichne"& .//1% =eichne"& fo" e*a!#le& a"gued that
teache" action "esea"ch is an i!#o"tant as#ect of effecti$e #"ofessional de$elo#!ent% Acco"ding
to =eichne"& to i!#"o$e thei" lea"ning and #"actices& teache"s should eco!e teache" "esea"che"s&
conduct self)study "esea"ch& and engage in teache" "esea"ch g"ou#s% These collao"ati$e g"ou#s
 #"o$ide teache"s 2ith su##o"t and o##o"tunities to dee#ly analy3e thei" lea"ning and #"actices%
  7o2adays& language teaching !ethods and a##"oaches& es#ecially in fo"eign language
lea"ning and teaching #"actices& ha$e een inno$ated& to facilitate language ac'uisition%
Lea"ning in$ol$es unde"standing ho2 one lea"ns and ho2 a #e"son inte"acts to lea"n a language%
This !eans that teache"s !ust ensu"e that the tools they use ha$e a #"o#e" fit 2ith thei" teaching
goals and thei" intended lea"ning outco!es% They ha$e to encou"age inde#endent lea"ning and
indi$idual lea"ne" c"eati$ity to facilitate lea"ning% They ha$e also to encou"age lea"ne"s to assu!e
so!e of the "es#onsiilities fo" thei" o2n lea"ning% ,ut& students 2ho lea"n a fo"eign language
"e'ui"e !o"e than t"aditional !ethods of teaching% They "e'ui"e so!e othe" teaching techni'ues
focusing on the #"o!otion of the use of technology in education% Fo" this "eason& 2hen
technology is ca"efully and thoughtfully integ"ated into a cou"se& it can !a-e a su#e"
cont"iution% ,oth teache"s and students can enefit f"o! technologyGs #"esence and its i!#act
on ho2 the cou"se !ate"ial is "ecei$ed and unde"stood +Dunn& Wilson& F"ee!an& ;to2ell& ./881%
  Educato"s 2ho ta-e ad$antage of technology encou"age thei" students to sign u# fo" e)
!ail u#dates o" te*t !essage ale"ts to "ecei$e ho!e2o"- assign!ents and "e!inde"s fo" 
acti$ities in the class"oo!% The"e a"e othe"s 2ho use f"ee do2nload co!#ute" soft2a"e a$ailale
online to de$elo# language s-ills and !ost of these soft2a"e allo2 teache"s to t"ac- thei" 
 
co!!unication and teaching !ethods% This ha##ens ecause students a"e fa!ilia" 2ith
technology% ,y definition& technology can in$ol$e any of the follo2ing Ha"d2a"e +i%e%& la#to#
o" des-to# co!#ute"s& #"o<ecto"s& !onito"s1 ;oft2a"e +i%e%& 2o"d #"ocessing& #"esentation&
statistical& and net2o"-s1 Po"tale handheld de$ices +i%e%& audio?$ideo #laye"s& digital oo-s&
s!a"t#hones& and #e"sonal "es#onse syste!s1We connections +i%e%& online cou"se& cou"se)
!anage!ent syste!s& socialnet2o"-s& R;; feeds& 2i-is& logs& #ostcasts1 +Dunn& Wilson&
F"ee!an&;to2ell& ./881%
  The i!#o"tance of technology in teaching !ethods is that the"e is no inte""u#tion in the
deli$e"y of the !essage% ;o!e cha"acte"istics a"e to instantly as- 'uestions& add"ess douts and
get i!!ediate feedac-% Technology has the #otential to enefit teaching and lea"ning& hel#ing
 #"ofesso"s to e*#lo"e and use a $a"iety of cu""ent #"og"a!s& tools and "esou"ces a$ailale online
fo" f"ee% The 2e no2 allo2s use"s to !odify e*isting content& c"eate ne2 content& #e"sonali3e
thei" 2e e*#e"ience& and uild online education net2o"-s and sha"e inte"ests +the 2"ite 2e1
+Lightle& ./881%
  The WWW has !ade it easy to access info"!ation f"o! $ast Inte"net "esou"ces fo" !any
educational "easons +Hef3allah& .///1% And& 7etsca#e& f"o! netsca#e co!!unications and
Inte"net E*#lo"e"& f"o! !ic"osoft a"e thei" g"a#hic inte"face fo" sea"ching the 2e& -no2n as
2e "o2se"s%J 7unn& Wilson& F"ee!an& and ;to2ell +./881 sho2 off the follo2ing list of u#)
to)date technologies to gathe" info"!ation ,lac-oa"d Acade!ic ;uite 0%/& Po2e"Point .//>&
Adoe P"esente" >& Res#ondus %/& 5oogle ,logge"& 5a"age,and %/& and Adoe Ac"oat & ut
"eade"s should al2ays chec- on a$ailaility of the latest $e"sions of such technologies% Also& the
use of social net2o"-ing sites such as KouTue& 6y;#ace& T2itte"& a"e so!e of the !ost
 
+htt#??en%2i-i#edia%o"g?2i-i?1 and Lin-edIn is a site used fo" #"ofessional #u"#oses as 2ell as
,log& Delicious& Wi-i& Podcast o" e$en ;-y#e% The"e a"e othe" tools that a"e an e*cellent sou"ce
fo" teaching& such as Ca!tasia ;tudio& Ani!oto& Pictu"e T"ail& fo" #"oducing $ideo tuto"ials& o" 
Po2e" ,ullet a flash !o$ie c"eato"& o" 2e sites fo" sha"ing #"esentations& docu!ents& PDFs&
$ideos and 2eina"s such as Docstoc and ;lidesha"e% As a "esult of the use of these
technological tools and "esou"ces& students 2ho use co!#ute"s a"e fa!ilia" 2ith tools such as
s#elling and g"a!!a" chec-s& as 2ell as We sea"ch engines such as 5oogle& 2ithout "eali3ing
that they in$ol$e as#ects of co!#utational linguistics +Fasold and Conno")Linton& .//41% The"e
a"e cou"ses online that ha$e een designed fo" students 2ith no #"e$ious -no2ledge of English&
o" any othe" language& that 2ould hel# students to lea"n% Fo" e*a!#le the"e is English fo" 
;#anish s#ea-ing students& 2hose 2esites a"e htt#??duolingo%co!?& 222%e!agiste"%co!&
222%!ansioningles%co!& and also online t"anslato"s and dictiona"ies such as
222%t"aduceg"atis%co! and htt#??222%2o"d"efe"ence%co!?& and othe"s that can e used fo" 
students and #eo#le in gene"al to study languages and t"anslate "eal content
  Routinely& a"ticles and oo-s a"e #ulished that continue to !a-e the a"gu!ent that
schools use too !uch technology% ;o!e c"itics attac- technology use in schools fo" 
 #hysiological& #sychological& !o"al& and #hysical "easons& and those c"itics and thei" o#inions
!ay ne$e" change% Ho2e$e"& !ost c"itics attac- technology use ecause they elie$e it #"o$ides
!ini!al $alue)added enefit to educational effo"ts% Fools gold A c"itical loo- at co!#ute"s in
childhood +Co"des @ 6ille"& .///1& O$e"sold and unde"used Co!#ute"s in the
class"oo! +Cuan& .//81& and The Flic-e"ing 6ind +O##enhei!e"& .//1 a"e th"ee c"iti'ues that
ha$e "ecei$ed conside"ale attention as se"ious c"iticis!s of technology use in schools%
 
a"e not as cost effecti$e as othe" inte"$entions% They note the osolescence facto" of co!#ute"s
and the ongoing costs of u#g"ading oth ha"d2a"e and soft2a"e% ;o!e c"itics indicate a elief 
that !any ha"d2a"e and soft2a"e co!#anies #u"#osely design #"oducts to eco!e 'uic-ly
osolete and thus "e'ui"e u#dates that educato"s !ust uy% It is thei" elief that educational
technology is too !uch in its infancy and not yet "eliale enough fo" use y !ost students%
  Des#ite of its effecti$eness& the"e a"e so!e 2ho c"itici3e the effecti$eness of it in the
class"oo!% They elie$e that it #"o$ides !ini!al $alue)added enefits to educational effo"ts% In
this "esea"ch 2e 2ill find out the le$el of its effecti$eness into teaching)lea"ning #"ocess% This
"esea"ch 2ill also "e$eals that technology has !any ad$antages 2hen it co!es to teaching
science and othe" su<ects in the field of education%
  ;o!e c"itics such as i"-#at"ic- and Cuan +.//01 indicate that technology
e'ui#!ent "e'ui"es e*tensi$e su##o"t st"uctu"es that "e'ui"e dist"icts to ta-e !oney a2ay f"o!
 asic e*#enditu"es fo" othe" and ette" uses in the class"oo!% They elie$e this !oney should e
in$ested in the a"ts& science lao"ato"ies& sho#s& and anything else that in$ol$es !o"e hands)on
2ays of lea"ning% Technology lite"acy& so!e elie$e& is highly o$e"lo2n in its i!#o"tance and
that #eo#le 2ho need to use technology 2ill lea"n y using tas- a##lications that in$ol$e M"ealM
2o"-%
  The c"iticis! is es#ecially st"ong fo" co!#ute" use y younge" students% ;o!e c"itics
 elie$e that 2ith the e*ce#tions of assisti$e technologies fo" students 2ith s#ecial needs& students
 elo2 the thi"d g"ade should not use !uch& if any& technology% Othe" c"itics a"e conce"ned that
technology "educes sociali3ation o##o"tunities% ;o!e #a"ents a"e conce"ned aout the effect that
 
Othe" c"itics a"e conce"ned that the se*ual and $iolent content accessile on the Inte"net
challenges o" #"e$ents cha"acte" education necessa"y fo" de$elo#!ent of !o"al citi3ens +Rif-in&
.///1%
  ;o!e c"itics thin- that technology use is a 2asteful and negati$e use of sca"ce
"esou"ces and gi$e e*a!#les of $isiting schools 2he"e uses of co!#ute"s a"e actually !a-ing
education 2o"se% They note that in !any cases& teache"s use co!#ute"s to ente"tain students 2ith
i""ele$ant and unconnected acti$ities ecause it !a-es thei" teaching li$es easie" and not ecause
it enefits students as they lea"n i!#o"tant content%
  ;use'uently& se$e"al #eo#le ha$e 2"itten $e"y enlightening "es#onses to such c"itics%
T2o a"ticles that a"e es#ecially info"!ati$e a"e M6yths and Realities aout Technology in N8.M
 y 5% 6% lei!an +.///1 and M ;t"i# 6ining fo" 5old Resea"ch and Policy in Educational
TechnologyA Res#onse to Fools 5oldM y D% H% Cle!ents and % ;a!a"a +.//1% lei!an
+.///1 indicated that the"e a"e "ealities to so!e of the c"iticis!s ut that !any of the #oints of 
o<ection a"e due to #oo" i!#le!entation of technology% He noted
  The cent"al the!e unde"lying all these !yths is that 2hile !ode"n technology has
g"eat #otential to enhance teaching and lea"ning& tu"ning that #otential into "eality on a la"ge
scale is a co!#le*& !ultifaceted tas-% The -ey dete"!inant of ou" success 2ill not e the nu!e" 
of co!#ute"s #u"chased o" cales installed& ut "athe" ho2 2e define educational $isions& #"e#a"e
and su##o"t teache"s& design cu""iculu!& add"ess issues of e'uity& and "es#ond to the "a#idly
changing 2o"ld% As is al2ays the case in effo"ts to i!#"o$e N8. education& si!#le& sho"t)te"!
 
  7o dout& technology 2ill al2ays ha$e c"itics% ;o!e elie$e that technology
"educes hands)on e*#e"ience and student engage!ent in acti$e #a"tici#ation% Othe"s elie$e
technology "educes i!#o"tant hu!an contact% In the final analysis& one can conclude that
identified uses of technology can ha$e diffe"ent c"iti'ues de#ending on ones #e"sonal $alues and
 #e"s#ecti$es of 2hat is good and ad in education% The single !ost i!#o"tant facto" fo" "educing
c"iticis! of technology use in inst"uction is to ha$e teache"s 2ho a"e co!#etent and
-no2ledgeale aout a##"o#"iate and effecti$e use of technology to i!#"o$e student lea"ning%
Technology has een #"o$ed to acco!!odate lea"ning styles and to e an effecti$e
!oti$ato" fo" students 2ith s#ecific lea"ning needs% Fu"the"!o"e& students 2o"-ing in
collao"ati$e)tea!)lea"ning settings a##ea" to function ette" 2hen lea"ning e$ents a"e
acco!#anied y technology use% In addition& technology also is i!#o"tant 2hen used to #"o$ide
distance)lea"ning o##o"tunities to students 2ho othe"2ise 2ould not ha$e access to cou"se
offe"ings% Distance education is es#ecially i!#o"tant to students in "u"al settings ecause !any
high school cou"ses that a"e necessa"y #"e"e'uisites in uni$e"sities& such as highe" !athe!atics
and science offe"ings& a"e less a$ailale ecause of the fe2e" nu!e"s of students in s!alle" 
schools%
  In cont"ast to the state!ent ao$e su##o"ted y The 7ational Cente" fo" Education
;tatistics +Fo*& .//:1 that the"e a"e $i"tually no diffe"ences in Inte"net access et2een #oo" 
schools and 2ealthie" schools& e'ual access to technologyes#ecially in fa!ilies of high
 #o$e"tycontinues to e a #"ole!% The 7ational Cente" fo" Education ;tatistics +De,ell @
Cha#!an& .//1 study "e#o"ted that a!ong the g"ou# of child"en and adolescents 2ho access the
Inte"net at only one location& :. #e"cent of those f"o! fa!ilies in #o$e"ty and : #e"cent of those
 
.4 #e"cent of those f"o! fa!ilies not in #o$e"ty and #e"cent of those 2ith !o"e highly
educated #a"ents do so only at school% This illust"ates the "ole of schools in "idging the digital
di$ide%
  A "easonale conclusion is that class"oo! co!#ute"s and othe" technology can #lay
!any inst"uctional "oles& f"o! #e"sonal tuto" and info"!ation sou"ce to data o"gani3e" and
co!!unication tool% ;o& it is i!#o"tant fo" teache"s to conside" ho2 co!#ute"s and othe" 
elect"onic technologies can enhance the lea"ning e*#e"iences of students and inc"ease thei" 
 #"oducti$ity% The #"i!a"y conclusion of !uch of the "esea"ch is that technology has conside"ale
 #otential fo" inc"easing inte"est in& and i!#"o$ing the 'uality of& lea"ning in science and
!athe!atics class"oo!s% Ho2e$e"& effecti$e use of inst"uctional technology is #ossile only if 
sufficient attention is gi$en to the follo2ing Cu""iculu! uses& Inst"uctional #edagogy used&
Assess!ents used& ;ufficiency of technology and access to the Inte"net& and Aility of the
teache"& es#ecially& to !odel uses of technology%
  Inco"#o"ating technology into the class"oo! "e'ui"es a doule inno$ation&J says
;helley Pasni-& di"ecto" of the Cente" fo" Education and Technology& Educato"s 2ho "ecei$e ne2
technology !ust fi"st lea"n ho2 to use the e'ui#!ent and then decide 2hethe" o" not it su##o"ts
the class o<ecti$es and cu""iculu!%
  Fo" e*a!#le& an inst"ucto" !ay "est"uctu"e a lectu"e into a g"ou# acti$ity& ha$ing
students conduct online "esea"ch to oost thei" unde"standing% With such a $ast "efe"ence tool&
the students !ight #ose 'uestions that no one in the class& not e$en the teache" hi!self& can
ans2e"% 6any teache"s and schools choose to a$oid this situation y discou"aging the use of 
 
stays loc-ed in a closet as they st"uggle to find the ti!e to effecti$ely inco"#o"ate the! into the
cu""iculu! #lan%
  Des#ite the challenges& inco"#o"ating technology into education still has #"o$en
 enefits& es#ecially 2hen it co!es to #e"sonali3ed lea"ning% F"o! !ath ga!es that ad<ust the
le$el of difficulty as #laye"s #"og"ess to elect"onic oo-s that tal- and "es#ond to the ta# of a
finge"& #"oducts that #e"sonali3e the lea"ning e*#e"ience fo" students often enefit thei" 
unde"standing% An inte"acti$e ga!e is !o"e engaging than a oo-& so technology often #"o!otes
!o"e #"actice and "e$ie2 in a"eas "e'ui"ing !e!o"i3ation& such as s#elling& !ath and geog"a#hy%
This f"ees u# ti!e in the class"oo! so educato"s can focus on s-ills li-e #"ole! sol$ing&
cha"acte" de$elo#!ent and c"itical thin-ing%
In so!e count"ies yea"s ago& education 2as not accessile to students li$ing in "u"al
a"eas o" at a distance f"o! thei" educational cente"s% ;tudents did not ha$e access to $ast
"esou"ces o" lea"ning t"ends% With ne2 technology& it(s #"etty easy accessing a We site and using
a headset% Distance lea"ning cou"ses online +$i"tual class"oo!1 and fle*iility to !anage
acade!ic& #e"sonal and #"ofessional co!!it!ents t"ansg"ess the a""ie"s of ti!e and #lace%
A"ound the 2o"ld& students at all le$els and #"ofesso"s ha$e inte"est in digital lea"ning
o##o"tunities such as Vi"tual Lea"ning En$i"on!entsJ in 2hich e)lea"ning #latfo"!s such as
E)ducati$a o" 6oodle a"e used to t"ain use"s ho2 to !anage a $i"tual info"!ation en$i"on!ent
 y using We .%/ tools that !a-e e*#lo"ation #ossile% These tools int"oduce teache"s in the
integ"ation of technology in thei" e$e"yday teaching% In an online en$i"on!ent& lea"ne"s #u"sue
lea"ning in an indi$iduali3ed and self)#aced 2ay% It(s !o"e of a self)di"ected lea"ning 2he"e the
-no2ledge is not <ust t"ansfe""ed ut e!e"ges on its o2n $ia a $i"tual class"oo!
+htt#??222%etni%o"g%il?etni"ag?issue:?!a"-Qc"uthe"s%ht!1% The online sessions a"e fa" !o"e
 
con$enient and effecti$e as the tuto" and student can connect f"o! any2he"e 2ith <ust a
"e'ui"e!ent of an inte"net connection% In a $i"tual class& content is #"i!a"ily te*t)ased +digital
te*too- N E)oo-s1 and deli$e"ed th"ough chats and #"esentations% 6o"eo$e"& lin-s and 2e)
sites can e sha"ed in an online session% Uni$e"sities offe" se!ina"s aout ho2 to use educational
 #latfo"!s and #"oduce educational $ideos such as P"e3i& Ca!tasia studio& and Po2e" ,ullet%
  Technology is highly i!#o"tant to e$e"yone% Integ"ating technology in the class"oo!
!oti$ates students%In todayGs 2o"ld& if the"e isnGt ti!e to study a ca"ee"& in a #hysical location it
is #ossile to do it th"ough the Inte"net 2hich is the -ey access to distance o" $i"tual lea"ning%
The"e a"e so!e #"i$ate uni$e"sities conside"ed #ionee"s in distance education% They offe" online
deg"ee #"og"a!s th"ough gloal lea"ning o" e)lea"ning #latfo"!s% On !any ca!#uses& students
co!e to college 2ith cell#hones& la#to#s& iPods& and !o"e -no2ledge aout "ecent technological
ad$ances than !any of thei" #"ofesso"s +Dunn& Wilson& F"ee!an& ;to2ell& ./881% And& this fact is
sha#ing a ne2 syste! of education that encou"ages and #"o!otes the ac'uisition of technology%
This challenge is co!#ulso"y to de$elo# e)lea"ning s-ills that enale the #"oficient use of the
Inte"net and othe" technologies fo" lea"ning and educational #"actice%
  Educational technology is also a 2ay fo" teache"s to deli$e" content to students and
"esea"ch 2ithin the class"oo!% ;tudents ha$e to -no2 ho2 to use soft2a"e e$en !o"e
 #"og"a!s?a##lications to do se$e"al tas-s% It can e said that the est technological ad$ances and
the !ost useful technological tools engage teaching fo" the ette"% ;ince technology is not only
the access to !aste" a fo"eign language& ut a tool of eing !o"e effecti$e in the use and
a##lication of e*isting technology% The est technological tools in use today a"e talets& la#to#s&
s!a"t#hones and cell#hones Nlac-e""y o" and"oid% The online se"$ices -no2n as 5oogle A##s
 
a##s f"o! A##le A## ;to"e and And"oid a##s f"o! the And"oid 6a"-et and thatGs it% They can
co!!unicate 2ith othe" #eo#le e$e"y2he"e inside o" outside thei" count"y& sha"e #hotos o" 
$ideos%
Teache"s and students ha$e to ta-e ad$antage of the !any enefits soft2a"es ha$e to
de$elo# a #ositi$e attitude to2a"ds lea"ning% 7o2adays& educational soft2a"es ha$e c"ucial
functions to enhance lea"ning and !ost of the! a"e f"ee do2nload& and teache"s can !a-e good
use of the! ut they ha$e to select 2hich ones can e inco"#o"ated into the EFL class"oo!%
Teache"s 2ho a"e integ"ating technology find that students a"e !o"e !oti$ated to lea"n& a##ly
thei" -no2ledge to #"actical #"ole!s& and ta-e o2ne"shi# of thei" lea"ning% Teache"s also "e#o"t
that y using technology& students a"e de$elo#ing -ey .8st)centu"y s-ills including c"eati$ity&
collao"ation& and s-ills in #"ole! sol$ing and c"itical thin-ing% Teache"s also see changes in
thei" teaching #"actice as a "esult of technology integ"ation inst"uction +Lightle& ./881%
  The i!#act of digital technologies on science teache" education is !o"e #e"$asi$e than
any cu""icula" o" inst"uctional inno$ation in the #ast% The i!#act can e felt on th"ee f"onts% Fi"st&
as 2ith the hands)on science !o$e!ent& digital technologies a"e changing the 2ays teache"s
inte"act 2ith students in the class"oo!% Psychological theo"ies +,o"ich @ To!a"i& .//>1 ased
on the i!#o"tance of language to lea"ning& the 2ays o"gani3ing and "elating info"!ation
facilitates unde"standing& and the influence of social facto"s in the class"oo! a"e all i!#acted y
digital technologies% ;econd& teache" education cou"ses a"e not only influenced y ne2 )8.
cu""icula& they a"e also influenced y inst"uctional a##"oaches& fueled y the 7ational ;cience
Education ;tanda"ds +7RC& .//41& that inco"#o"ate a $a"iety of digital technologies%
 
  The follo2ing technology guidelines fo" science education a"e intended to #"o$ide
assistance in designing inst"uction and to guide a##lications of technology to su##o"t science
teache" education "efo"!& as f"a!ed y ,ench!a"-s fo" ;cientific Lite"acy +AAA;& 81 and
the 7ational ;cience Education ;tanda"ds +7RC& 841% The Association fo" the Education of 
Teache"s in ;cience +AET;1 <oins othe" national associations of teache" educato"s in
!athe!atics& English& and social studies th"ough the 7ational Technology Leade"shi# Initiati$e
to guide thoughtful conside"ation fo" ho2 est to use conte!#o"a"y technologies to enhance
su<ect)!atte" focused educational goals in the #"e#a"ation of teache"s%
The"e a"e so!e #"o#osed guidelines fo" using technology in the P"e#a"ation of ;cience Teache"s
2hich includes the follo2ing9 +81 Technology should e int"oduced in the conte*t of science
content& +.1 Technology should add"ess 2o"th2hile science 2ith a##"o#"iate #edagogy& +1
Technology inst"uction in science should ta-e ad$antage of the uni'ue featu"es of technology& +1
Technology should !a-e scientific $ie2s !o"e accessile& +:1 Technology inst"uction should
de$elo# students unde"standing of the "elationshi# et2een technology and science%
  Technology should e int"oduced in the conte*t of science content% The fi"st #"inci#le is
cente"ed on the notion that technology should not e taught !e"ely fo" its o2n sa-e in the
 #"e#a"ation of science teache"s% Featu"es of technology should e int"oduced and illust"ated in
the conte*t of !eaningful science% In othe" 2o"ds& technology should e #"esented as a !eans&
not an end% This #"inci#le has i!#lications fo" teaching science content& as 2ell as fo" science
teache" #"e#a"ation% Fo" e*a!#le& #"ese"$ice teache"s in science education #"og"a!s a"e often
"e'ui"ed to ta-e a gene"ic educational technology cou"se taught y an inst"uctional technology
e*#e"t% In this class& the #"ese"$ice teache"s a"e su##osed to de$elo# a $a"iety of technology)
 
and the Inte"net% P"ese"$ice teache"s ty#ically a"e then left to a##ly thei" ne2ly de$elo#ed
technology s-ills to teaching content in thei" su<ect a"ea%
  This a##"oach is ac-2a"ds% Teaching a set of technology o" soft2a"e)ased s-ills and
then t"ying to find scientific to#ics fo" 2hich they !ight e useful oscu"es the #u"#ose of 
lea"ning and using technology in the science class"oo!to enhance the lea"ning of science%
Fu"the"!o"e& this a##"oach can !a-e science a##ea" to e an afte"thought% P"ese"$ice teache"s
a"e& in essence& left to de$elo# cont"i$ed acti$ities that integ"ate a set of deconte*tuali3ed
inst"uctional technology s-ills into the conte*t of thei" class"oo!%
  If the #u"#ose of technology in science teaching is to enhance science teaching and
lea"ning +"athe" than fo" the technologys sa-e alone1& a diffe"ent a##"oach is necessa"y% Fo" 
e*a!#le& teache" educato"s at O"egon ;tate Uni$e"sity and the Uni$e"sity of Vi"ginia a"e
collao"ating on a #"o<ect designed to teach Inte"net and s#"eadsheet s-ills to #"ese"$ice science
and !athe!atics teache"s in the conte*t of an e*#lo"ation of the El 7io 2eathe" #heno!enon%
Conside"ing its i!#act on local 2eathe" and cli!ate& El 7io holds oth inte"est and "ele$ance to
the a$e"age student% Ce"tainly& it has #"o$ided !eteo"ologists and cli!atologists 2ith a #o2e"ful
Technology should add"ess 2o"th2hile science 2ith a##"o#"iate #edagogy% 6uch has
 een lea"ned aout effecti$e science inst"uction since the e!e"gence of science education as a
field in the 8:/s% Teaching science fo" unde"standing& instead of fo" "ote !e!o"i3ation& "e'ui"es
students to e acti$e #a"tici#ants 2ho a"e engaged in as-ing 'uestions& ose"$ing and infe""ing&
collecting and inte"#"eting data& and d"a2ing conclusions +AAA;& .//9 ,yee& .//>9 5ood"u!&
 
education cou"ses should e!#hasi3e !ethods fo" #"o$iding students 2ith o##o"tunities to do
science& in addition to lea"ning the facts and conce#ts of science%
  Content)ased acti$ities using technology should e used in the #"ocess of !odeling
effecti$e science teaching fo" ne2 teache"s% Thus& a##"o#"iate uses of technology should enhance
the lea"ning of 2o"th2hile science conce#ts and #"ocess s-ills& as 2ell as "eflect the natu"e of 
science% This guideline and 5uideline 8 a"e ased on the sa!e #"inci#le that science should e
lea"ned in a !eaningful conte*t%%
  Fu"the"!o"e& acti$ities in$ol$ing technology should !a-e a##"o#"iate connections to
student e*#e"iences and #"o!ote student)cente"ed& in'ui"y)ased lea"ning% Acti$ities should
su##o"t sound scientific cu""icula" goals and should not e de$elo#ed !e"ely ecause technology
!a-es the! #ossile% Indeed& the use of technology in science teaching should su##o"t and
facilitate conce#tual de$elo#!ent& #"ocess s-ills& and haits of !ind that !a-e u# scientific
lite"acy& as desc"ied y the 7ational ;cience Education ;tanda"ds +7RC& .//41 and P"o<ect
./48 +AAA;& .//1%
  Technological su##o"t fo" in'ui"y is not the i!#le!entation of one a##lication ut a
 undle of a##lications +5e"!ann @ ;asse& .//>1% Conse'uently& teache" education cou"ses !ust
!a-e a##"o#"iate #edagogy $isile th"ough the co!#le* inte"actions a!ong students and
class"oo! technologies% Technology can su##o"t student in$estigations and di"ect collection and
 #"esentation of data th"ough "eal)ti!e data collection $ia !ic"oco!#ute" ased #"oe2a"e%
Po2e"Point o" s#"eadsheet functions su##o"t #"esentations that de!onst"ate the "elationshi#
 
guided to thin- aout i!#lications y loo-ing fo" t"ends& identifying catego"ies& o" !a-ing
co!#a"isons% Th"ough !ic"oteaching en$i"on!ents and su#e"$ised e*#e"ience& ne2 teache"s
should eco!e a2a"e of ho2 a##lications of technology hel# students sha"e and collao"ate in
 uilding thei" -no2ledge of science and scientific in'ui"y%
  6odeling the use of technologies in the conte*t of lea"ning science is c"itical in teache" 
education fo" anothe" "eason% A co!!on !a*i! in teache" #"e#a"ation is that Mteache"s teach the
2ay they 2e"e taught%M E*#e"ience has sho2n that fe2 #"ese"$ice teache"s a"e ale to !a-e the
intellectual lea# et2een lea"ning to use technology out of conte*t in thei" teache" #"e#a"ation
 #"og"a!s and using it in the conte*t of teaching science in the class"oo!% Teache"s need to see
s#ecific e*a!#les of ho2 technology can enhance science inst"uction in thei" content a"eas
 efo"e they can ho#e to a##"o#"iately integ"ate technology in thei" o2n inst"uction%
  Technology inst"uction in science should ta-e ad$antage of the uni'ue featu"es of 
technology% Technology !odeled in science education cou"ses should ta-e ad$antage of the
ca#ailities of technology and e*tend inst"uction eyond o" significantly enhance 2hat can e
done 2ithout technology% 7e2 teache"s should e*#e"ience technology as a !eans of hel#ing
students e*#lo"e to#ics in !o"e de#th and in !o"e inte"acti$e 2ays% An e$aluation study of the
Technology)Enhanced ;econda"y ;cience Inst"uction +TE;;I1 #"o<ect +Ped"etti& 6aye");!ith& @
Wood"o2& .//01 docu!ented the i!#act of technologies integ"ated at !any le$els% A #"ese"$ice
!ethods cou"se could c"itically e*a!ine the content and outco!es of this study as a 2ay of 
a##lying uni'ue featu"es of technology fo" lea"ning science% Fo" e*a!#le& students in TE;;I
class"oo!s "an $i"tual las and de!onst"ations using the technology to slo2 do2n the action and
 
follo2 ho2 each ste# 2as "e#"esented on the sc"een in g"a#hical fo"!% ;tudents in the !ethods
cou"se could discuss ho2 2ell these e*a!#les utili3e uni'ue technological featu"es%
  ;tudies ha$e clea"ly docu!ented the $alue of technological ca#ailities fo" enhancing
the #"esentation of co!#le* o" ast"act content& such as co!#ute" $isuali3ation techni'ues
+,a*te"& 8:9 Le2is& ;te"n& @ Linn .//41% Ho2e$e"& a concu""ent conce"n is that no$elty and
so#histication of !ode"n technologies !ight dist"act o" e$en !islead students in unde"standing
science conce#ts that a"e the ta"get of inst"uction% Discussion in the !ethods class could continue
2ith a c"itical loo- at technological a##lications to assess 2hethe" thei" ca#ailities su##o"ted o" 
det"acted f"o! lea"ning o##o"tunities% An o<ecti$e of the TE;;I #"o<ect 2as to docu!ent the
"oles and #e"s#ecti$es of lea"ne"s& teache"s& and "esea"che"s #a"tici#ating in the #"o<ect +Ped"etti
et al%& .//01% One hund"ed fo"ty)fou" students 2e"e eithe" inte"$ie2ed o" su"$eyed afte" 
co!#leting one school yea" of #hysics o" gene"al science in the #"o<ect% Class"oo! inst"uction
in$ol$ed student use of +a1 si!ulations to e*tend unde"standing of #hysics conce#ts9 +1 lase" 
discs& $ideo ta#e& and CDs9 +c1 "eal)ti!e data collection and g"a#hical analysis tools associated
2ith co!#ute")inte"faced #"oes and senso"s9 +d1 co!#ute" analysis of digiti3ed $ideo9 +e1
 #"esentation soft2a"e9 and +f1 inte"acti$e student assess!ent soft2a"e% A goal of inst"uctional
design 2as to e!#loy technology to enhance the teache"s "ole in the class"oo!& not to "e#lace it%
Discussion of this study and othe"s li-e it hel#s estalish this cent"al goal that should e used in
the assess!ent of inst"uctional design and i!#le!entation in teache" education cou"ses%
 7one of the students inte"$ie2ed felt that co!#ute" e*#e"iences should enti"ely "e#lace
the MdoingM and MseeingM of actual lao"ato"y o" in)class de!onst"ations% They 2e"e clea" in
stating that co!#ute" technologies and hands)on la e*#e"iences #lay a co!#le!enta"y "ole& so
 
as a conc"ete e$ent then analy3ed y a##"o#"iate si!ulations% Cogni3ant of alancing
technological enhance!ents 2ith chec-s of student unde"standing& the teache"s designed study
guides that -e#t students !indful of inst"uctional goals& integ"ated technology 2ith teache")di"ect
inst"uction& and #"o!#ted student self)e$aluation th"ough s!all)g"ou# "e$ie2s and confe"ences
2ith a teache"%
  Anothe" c"ite"ia fo" assessing inst"uctional design tas-s in !ethods cou"ses is that
ta-ing ad$antage of technology does not !ean using technology to teach the sa!e scientific
to#ics in funda!entally the sa!e 2ays as they a"e taught 2ithout technology% ;uch a##lications
 elie$e the usefulness of technology% ;tudents in the Ped"etti et al% +.//01 study too- tests on
co!#ute"s% The soft2a"e 2as ale to sco"e and gi$e gene"al feedac- !o"e 'uic-ly than a
teache")sco"ed test% Using technology to #e"fo"! tas-s that a"e <ust as easily o" e$en !o"e
effecti$ely ca""ied out 2ithout technology !ay actually e a hind"ance to lea"ning% ;uch uses of 
technology !ay con$ince teache"s and ad!inist"ato"s that #"e#a"ing teache"s to use technology
is not 2o"th the e*t"a effo"t and e*#ense 2hen& in fact& the o##osite !ay e t"ue%
  Technology should !a-e scientific $ie2s !o"e accessile% 6any scientifically acce#ted
ideas a"e difficult fo" students to unde"stand due to thei" co!#le*ity& ast"act natu"e& and?o" 
cont"a"iness to co!!on sense and e*#e"ience% As Wol#e"t +.//.1 a#tly co!!ented& I 2ould
al!ost contend that if so!ething fits in 2ith co!!on sense it al!ost ce"tainly isnt science% The
"eason again& is that the 2ay in 2hich the uni$e"se 2o"-s is not the 2ay in 2hich co!!on sense
2o"-s the t2o a"e not cong"uent% +#%881
  A la"ge ody of lite"atu"e conce"ning !isconce#tions su##o"ts the notion that lea"ning
 
const"uct f"o! e$e"yday e*#e"iences +6inst"ell& .//89 7o$ic- @ 7ussau!& .//.9 ;onge" @
6int3es& .//9 Wande"see& 6int3es& @ 7o$a-& 89 a!ong !any othe"s1% Whethe" desc"ied
as !isconce#tions o" si!#ly non)intuiti$e ideas in science +Wol#e"t& .//.1& teache"s a"e faced
2ith conce#ts that #ose #edagogical conund"u!s% 7e2 teache"s !ay not e$en "ecogni3e that
these inst"uctional #u33les e*ist unless they a"e !ade e*#licit th"ough thei" teache" education
cou"se 2o"-% De$elo#ing the s-ills fo" !a-ing scientific $ie2s !o"e accessile is an e*a!#le of 
2hat ;hul!an +.//>1 called de$elo#ing M#edagogical content -no2ledge%M The #"ofession of 
teaching& ;hul!an a"gued& !ay e distinguished f"o! othe" disci#lines y the -no2ledge that
teache"s de$elo# lin-ing -no2ledge of content 2ith -no2ledge of inst"uction& -no2ledge of 
lea"ne"s& and -no2ledge of cu""iculu!% De$elo#ing ne2 teache" a2a"eness of the #edagogical
content -no2ledge do!ain and ho2 to add to that -no2ledge is a cent"al goal of science teache" 
education%
  A##"o#"iate educational technologies ha$e the #otential to !a-e scientific conce#ts
!o"e accessile th"ough $isuali3ation& !odeling& and !ulti#le "e#"esentations% ;econda"y
teache"s !ay ha$e e*#e"ienced e*a!#les of these technologies in college science cou"ses%
Ele!enta"y teache"s !ay ha$e had li!ited e*#e"iences in college science% Teache" education
cou"se 2o"- has the tas- of #"o$iding e*#e"iences and lin-ing #"e$ious e*#e"ience 2ith
technologies 2hose #u"#ose it is to #"o$ide "e#"esentations of conce#ts that a"e difficult to
"e#"esent in e$e"yday e*#e"ience% Fo" e*a!#le& -inetic !olecula" theo"y& an ast"act set of 
conce#ts cent"al to the disci#lines of #hysics and che!ist"y& !ay e easie" fo" students to
unde"stand if they can see and !ani#ulate "e#"esentations of !olecules o#e"ating unde" a $a"iety
of conditions% Willia!son and A"aha! +.//:1 found su##o"t fo" this in thei" in$estigation into
 
this study& ato!ic?!olecula" si!ulations 2e"e integ"ated into the inst"uction of t2o g"ou#s of 
students& 2hile a thi"d g"ou# "ecei$ed no co!#ute" ani!ation t"eat!ent% The t2o si!ulation
t"eat!ent g"ou#s achie$ed aout one half standa"d de$iation highe" sco"es on assess!ents of 
thei" unde"standings of the #a"ticulate natu"e of che!ical "eactions% The autho"s concluded that
the si!ulations inc"eased conce#tual unde"standing y hel#ing students fo"! thei" o2n dyna!ic
!ental !odels%
Technology inst"uction should de$elo# unde"standing of the "elationshi# et2een
technology and science% Des#ite Weste"n societys hea$y de#endence on technology& fe2
teache"s actually unde"stand ho2 technology is used in science% 7o" can they ade'uately
desc"ie the "elationshi# et2een science and technology% Fo" e*a!#le& one of the !ost co!!on
definitions of technology used in schools today is Ma##lied scienceM +;#ecto"@ Lede"!an& .///1%
While this fa!ilia" definition see!s "easonale at fi"st glance& it igno"es the fact that the histo"y
of technology actually #"ecedes that of Weste"n science +"an3e"g& .//1 and that the
"elationshi# et2een science and technology is "eci#"ocal +AAA;& .//1% A !o"e a##"o#"iate
unde"standing of technology fo" inclusion in teache" education cou"ses is the conce#t of 
technology as -no2ledge +not necessa"ily scientific -no2ledge1 a##lied to !ani#ulate the
natu"al 2o"ld and e!#hasi3es the inte"actions et2een science and technology%
  Using technologies in lea"ning science #"o$ides o##o"tunities fo" de!onst"ating to ne2
teache"s the "eci#"ocal "elationshi# et2een science and technology% E*t"a#olating f"o!
technology a##lications fo" class"oo!s& ne2 teache"s can de$elo# an a##"eciation fo" ho2
ad$ances in science d"i$e technology& and in tu"n& ho2 scientific -no2ledge d"i$es ne2
technologies%
 
  Co!#ute" !odeling of che!ical st"uctu"es leads to the de$elo#!ent of ne2 !ate"ials
2ith nu!e"ous uses% In "eci#"ocal fashion& high 'uality co!#ute" dis#lays and faste" co!#ute"s
!a-e #ossile ty#es of scientific 2o"- i!#ossile efo"e such ad$ances% This leads to ne2 ideas
in science%
  It is i!#o"tant to "eali3e& ho2e$e"& that such unde"standings a"e unli-ely to e lea"ned
i!#licitly th"ough using technology alone% Rathe"& ne2 teache"s !ust e encou"aged to "eflect on
science and technology as they use technology to lea"n and teach science%& When using
!ic"osco#es& 2hethe" the t"aditional o#tical !ic"osco#es o" the ne2e" digital $e"sions& teache"s
can e encou"aged to thin- aout ho2 science influenced the de$elo#!ent of the !ic"osco#e and
the !ic"osco#e& in tu"n& influenced the #"og"ess of science% Fo" e*a!#le& the !ode"n co!#ound
!ic"osco#e egan as a technological de$elo#!ent in the field of o#tics in the 8>th centu"y% The
inst"u!ent c"eated a sensation as ea"ly "esea"che"s& including Antoni $an Leeu2enhoc- and
Roe"t Hoo-e& used it to unco$e" #"e$iously un-no2n !ic"ost"uctu"e and !ic"oo"ganis!s% This
ne2 scientific -no2ledge led to ne2 'uestions% Fo" e*a!#le& 2he"e do these !ic"oo"ganis!s
co!e f"o!S Ho2 do they "e#"oduceS Ho2 do they gain sustenanceS ;uch 'uestions& in
con<unction 2ith ad$ances in o#tics& led to the de$elo#!ent of e$e" !o"e #o2e"ful !ic"osco#es&
2hich in tu"n& eca!e the $ehicles fo" e$en !o"e i!#"essi$e disco$e"ies% The cycle continues to
!ode"n ti!es 2ith the in$ention of the elect"on !ic"osco#e and its i!#act on -no2ledge in the
fields of !edicine and !ic"oiology%
  Technologies a"e si!ultaneously tools fo" lea"ning aout science and e*a!#les of the
a##lication of -no2ledge to sol$e hu!an #"ole!s% When ne2 teache"s unde"stand technologies
as a !eans of sol$ing hu!an #"ole!s& they can e !ade a2a"e that technologies co!e 2ith
 
o<ecti$es and e $isile in lesson #lans and othe" "ele$ant assign!ents% Fo" e*a!#le&
efficiencies of sto"age and "et"ie$al of info"!ation ha$e the associated "is-s of losing la"ge
'uantities of data in da!aged dis-s& syste! !alfunctions& o" inco""ect actions on the #a"t of 
use"s% Uses of technology in teache" education cou"ses can e!#hasi3e ho2 technologies #"oduce
t"ade)offs& fo" instance& et2een gaining !o"e sou"ces of -no2ledge th"ough the Inte"net and
CDs 2hile at the sa!e ti!e c"eating a g"eate" e*#enditu"e of ti!e and effo"t so"ting a##"o#"iate&
high 'uality info"!ation
  ;uch state!ents !entioned ao$e "e$eals the effecti$eness of educational technology
in teaching science% It !ade us "eali3ed that educational technology could hel# us in the futu"e
s#ecially in the field of education to fa!ilia"i3ed the #u#ils in diffe"ent a"eas of science that only
 
THEORITICAL FRAMEWORK AND METHODOLOGY
  This cha#te" 2ill tac-le the diffe"ent !ethodologies and #"ocedu"es used y the
"esea"che" in doing his "esea"ch study% It consists of the theo"etical f"a!e2o"- 2hich is "ele$ant
to his in$estigation and !ethodology 2hich "e$eals the le$el of effecti$eness of educational
technology tools in teaching science IV& It also includes "esea"ch design th"ough the use of 
desc"i#ti$e su"$ey !ethod& the "esea"ch locale 2he"ein the study conducted% It also includes the
inst"u!ents used in collecting and gathe"ing the data& as 2ell as the statistical tools used in
inte"#"eting and analy3ing the data%
Theoretical Framework a! Metho!olo"#
  These a"e the follo2ing theo"ies 2hich su##o"t o" hold !y "esea"ch o" study%
Technology fo" i!#"o$ing and facilitating lea"ning #"ocesses is e$e"y2he"e% This includes fo" 
inc"easing #e"fo"!ance 2ithin the educational syste!% Technology egins to change ou" $ision
of education at the !o!ent a teaching)lea"ning #"og"a! 2ith technology egins% It has een
used in aout e$e"y class"oo!& as eco!es a #a"t of the cou"ses in uni$e"sities& high schools and
!iddle and ele!enta"y schools all o$e" the 2o"ld% Thus& technologies as lea"ning and teaching
tools fo"ce teache"s and students to use the!& si!ila" to lea"ning a ne2 tas-% Fo" this "eason&
technology a##lication in class"oo!s is essential to ensu"ing its efficiency and effecti$e
integ"ation% Technology has no2 changed ho2 teache"s and students access& gathe"& analy3e&
 #"esent& and t"ans!it info"!ation y gi$ing the! !o"e #o2e" in the class"oo! +Dooley& 81%
The fi"st theo"ies on hu!an eha$io" as eha$io" affected y technology a"e discussed
 
 #"o$ide a #edagogical and?o" and"agogical asis fo" unde"standing ho2 students lea"n% Also&
so!e of the a##"oaches to teaching 2ith technology& use of the est technological tools and
a##"o#"iate ty#e of inst"uction to enhance lea"ning unde" ,loo!(s ta*ono!y a"e included% A
gene"al #e"s#ecti$e is gi$en of the ad$antages and disad$antages that technology offe"s fo" 
education%
$eha%iori&m
  ohn ,% Watson +80>0)8:01 and ,% F% ;-inne" +8/)8/1 define hu!an lea"ning as the
ac'uisition of ne2 eha$io" o" as a uni$e"sal lea"ning #"ocess&J focusing on o<ecti$ely
ose"$ale eha$io"s% Watson elie$ed that hu!an eha$io" "esulted f"o! s#ecific sti!uli that
elicited ce"tain "es#onses% Watson(s asic #"e!ise 2as that conclusions aout hu!an
de$elo#!ent should e ased on ose"$ation of o$e"t eha$io" "athe" than s#eculation aout
suconscious !oti$es o" latent cogniti$e #"ocesses +;haffe"& .///1% ;-inne"Gs !a<o" 
cont"iutions to society 2e"e his 2"iting on i!#"o$e!ents of teaching ased on his functional
analysis of Ve"al ,eha$io"J and The Technology of TeachingJ% These t2o #sychologists
de$elo#ed& desc"ied and e*#e"i!ented a -ind of #hiloso#hy of lea"ning& fo" #"actical class"oo!
a##lication 2hich a"e still useful% A!ong these cont"iutions it is #ossile to !ention cont"acts&
conse'uences& "einfo"ce!ent& e*tinction& and eha$io" !odification%
Co"iti%i&m
  In Cogniti$is!& the leading "esea"che"s& ean Piaget and Le$ Vygots-y& in$estigated the
conce#ts of 2o"-ing !e!o"y sho"t te"! and long te"! !e!o"y& y using s#ecific technology
f"o! the field of Co!#ute" ;cience% These conce#ts a"e at the sa!e ti!e cent"al to unde"standing
 
"e#"esentati$es is 7oa! Cho!s-y% As a linguist& he int"oduces t"ansfo"!ational g"a!!a"& o" the
fo"!al g"a!!a" of a language% Cho!s-y #"o$ed that language is enti"ely innate and that the"e is
a uni$e"sal g"a!!a"J +U51% In fact& Cho!s-y si!#ly ose"$ed that although oth a hu!an
 ay and a -itten a"e ca#ale of inducti$e "easoning& if they a"e e*#osed to e*actly the sa!e
linguistic data& the hu!an child 2ill al2ays ac'ui"e the aility to unde"stand and #"oduce
language 2hile the -itten 2ill ne$e" ac'ui"e eithe" aility% In co!#a"ison 2ith eha$io"is!&
cogniti$e theo"ies go eyond eha$io" to e*#lain "ain)ased lea"ning in the sa!e 2ay% Theo"ists
conside" ho2 hu!an !e!o"y 2o"-s to #"o!ote lea"ning%
Co&tr'cti%i&m
  In Const"ucti$is!& so!e of the "esea"che"s in education a"e ohn De2ey& e"o!e ,"une"&
and Le$ Vygots-y 2ho 2ould de!onst"ate thei" -no2ledge th"ough c"eati$ity and collao"ation%
Acco"ding to thei" theo"ies& students should e #"o$ided 2ith o##o"tunities to thin- y
the!sel$es and a"ticulate thei" thoughts De2ey #"o#osed a !ethod of di"ected li$ingJ in 2hich
students 2ould engage in "eal)2o"ld& #"actical 2o"-sho#s% 6o"eo$e"& if it co!#a"ed to Cho!s-y
Gs ose"$ations in language e*#osu"e& De2eyGs #"o#osal in const"ucti$is! is i!#o"tant to #oint
out that oth ag"ee on ho2 a lea"ne" is ale to #"oduce o" c"eate afte" eing e*#osed to linguistic
data& #"io" -no2ledge o" e*#e"ience% This !eans that as hu!an eings& it is #ossile to const"uct
!eaning f"o! ne2 info"!ation in o"de" to fo"!ulate ne2 conce#ts in lea"ning% Fo" 7oa!&
schools should not focus on "e#etiti$e and "ote !e!o"i3ation% Instead& they should cente" on the
 #"oduction of good haits of thin-ing to de$elo# c"eati$ity% This #"o#osal e!e"ged f"o! his $ie2
aout ho2 students lea"n% In this "es#ect& it is i!#o"tant to conside" ,loo!(s ta*ono!y to
 
$loom(& ta)oom# a! it& !omai&
  In 8:4& ,en<a!in ;% ,loo! headed a la"ge co!!ittee of educational #sychologists
2ho de$elo#ed a !ethod of ta*ono!y o" classificationJ of gloal educational goals and?o" 
 #ossile o<ecti$es in the class"oo!% This ta*ono!y consists of th"ee do!ains cogniti$e
+-no2ledge1& affecti$e +attitude1& and #sycho!oto" +s-ills1 2hich identifies and classifies the
le$els o" ste#s of s-ills students need to e successful in lea"ning% Thus& the cogniti$e do!ain
consists of si* le$els& the affecti$e consists of fi$e le$els& and #sycho!oto" consists of si* le$els%
Du"ing the 8/(s a ne2 g"ou# of cogniti$e #sychologists& led y Lo"in Ande"son +a fo"!e" 
student of ,loo!(s1& u#dated the ta*ono!y "eflecting "ele$ance to .8st centu"y 2o"-%
The +7e2 $e"sion1 changed f"o! 7ouns to Ve"s to desc"ie the diffe"ent le$els of the
ta*ono!y +O"iginal $e"sion1 E$aluation& ;ynthesis &Analysis & A##lication& Co!#"ehension &
no2ledge +7e2 $e"sion1 C"eating& E$aluating& Analy3ing& A##lying& Unde"standing&
Re!e!e"ing%
  These le$els of co!#le*ity o" intellectual eha$io" a"e i!#o"tant in lea"ning& to the
e*tent that students en<oy the lea"ning e*#e"ience% In othe" 2o"ds& 2hen they a"e engaged in the
 #"ocess& they eco!e !o"e #"oducti$e% ,loo! has de#icted those le$els as a stai"2ay 2hich
loo-s li-e the Food 5uide Py"a!id%J This stai"2ay leads !any teache"s to encou"age thei"
students to cli! to a highe" le$el of thoughtJ 2he"e c"eati$ity is the !ost i!#o"tant le$el to
de$elo# thin-ing%
  The #"esentation of the Ta*ono!y as a #y"a!id +in oth the o"iginal and "e$ised $e"sions1
suggests that one cannot effecti$ely egin to add"ess highe" le$els of thin-ing until those elo2
 
de$elo#ing +htt#??#l#net2o"-%co!?./8.?/:?8:?fli##ing)loo!s)ta*ono!y?1% 7e$e"theless& the"e
a"e so!e #"ofesso"s 2ho suggest sta"ting at any le$el%
  ,loo!(s ta*ono!y is #"oaly the !ost 2idely a##lied one in use today% ,esides& it has
had a conside"ale i!#act on educational thought and #"actice all o$e" the 2o"ld% Fu"the"!o"e& it
also has een !ost often t"ansfo"!ed into a asic "efe"ence fo" al!ost all educato"s%
  To e$aluate ,loo!Gs ta*ono!y and technology 2hen teaching and lea"ning a fo"eign
language& it(s i!#o"tant to "e!e!e" the th"ee do!ains of lea"ning and technology as a lea"ning
tool% Fo" instance in #"onunciation& the cogniti$e as#ects a"e lea"ned y ha$ing the! #"esented
in an o"gani3ed and inte"esting 2ay& and can e tested y t"aditional #en)and)#a#e" e*a!inations
+5"iffiths& .//01% ,ut in #sycho!oto" as#ects of #"onunciation& lea"ne"s a"e "e'ui"ed to s#ea-%
Tests a"e clea"ly listening tests "athe" than tests of #"onunciation% Fo" e*a!#le& lea"ne"s a"e as-ed
to disc"i!inate "eco"dings of #hone!es& 2o"ds& and sentences% The affecti$e do!ain "elates to
the lea"ne"sG feelings aout 2hat is eing lea"ned and the lea"ning situation +5"iffiths& .//01% In
!any "es#ects& affecti$e conside"ations !ust e the !ost i!#o"tant issues fo" #"onunciation
teaching& fo" se$e"al "easons% P"i!a"ily& !any teache"s #ay little attention to the affecti$e side of 
language teaching% As a "esult& the"e is g"eat #otential of e!a""ass!ent& "idicule and loss of 
face& es#ecially 2ith such a #hysical acti$ity as #"onunciation +Richa"ds& 81% When lea"ning
the English language& it is !uch ette" if students a"e hel#ed y technology% 7o !atte" if it is a
CD #laye" o" a Rosetta stone CD)RO6& the #oint is that all students in the class"oo! ha$e the
o##o"tunity to e i!!e"sed in an English);#ea-ing en$i"on!ent% Rosetta stone has online
sessions 2he"e students a"e tuto"ed y nati$e s#ea-e"s 2ho 2ill hel# !aste" the English
language% If students ha$e a co!#ute" to #"actice #"onunciation& listening& and "eco"ding of thei" 
 
uni$e"sities ha$e e'ui##ed las to i!#"o$e thei" students( co!#etence and s-ills in language
ac'uisition% 7atu"ally& listening is c"ucial fo" language lea"ning and the use of technology is
essential to "each this goal% Altogethe" 2ith technology& good language lea"ne"s need to a##ly
othe" s-ills such as concent"ation& !oti$ation and e!#athy +self)encou"age!ent o" setting u#
"e2a"ds fo" thei" #"og"ess1 to eco!e effecti$e listene"s% In fact& successful lea"ne"s ta-e
ad$antage not only of #"e)"eco"ded !ate"ial on audio& $ideo ta#es& DVD o" the Inte"net& ut also&
use TV and !o$ies& o" listen to nati$e s#ea-e"s to lea"n English% 7e$e"theless& they ha$e to e
a2a"e of the "ole of a teache" in the conte*t of the class"oo!& ecause teaching and lea"ning !ay
also e influenced y the a##"oach o" !ethodology of the teache"%
 Re&earch De&i"
This study utili3ed the desc"i#ti$e su"$ey !ethod% ;t"ategies include in this !ethod a"e
sa!#ling& !a-ing ose"$ations& inte"$ie2ing and it in$ol$es eithe" identifying the cha"acte"istics
of an ose"$ed #heno!enon o" e*#lo"ing #ossile co""elations a!ong t2o o" !o"e #heno!ena  N 
;anche3 +801 stated that desc"i#ti$e "esea"ch includes all studies that #u"#o"t to #"esent facts
conce"ning the natu"e and status of anything N a g"ou# of #e"sons& a nu!e" of o<ects& a set
of conditions& a class of e$ents& a syste! of thought o" any othe" -ind of #heno!ena 2hich one
!ay 2ish to study% In this "esea"ch study& age& se*& and yea"s of teaching of the teache"s 2e"e
dete"!ined% Th"ough this !ethod& the "esea"che" !ay e ale to find out the le$el of 
effecti$eness of educational technology as a tool in teaching science IV%
Re&earch Locale
  The "esea"che" conducted his "esea"ch in the follo2ing #ulic and #"i$ate schools
 
Ele!enta"y ;chool& Casa Del 7ino esus de Pagilao ;chool& Al Castle Ele!enta"y ;chool&
Pinagayanan Ele!enta"y ;chool& Tali#an Ele!enta"y ;chool& He chose this school ecause he(s
 een a "esidents of Pagilao& he !ay e feel at ease to co!!unicate 2ell 2ith the teache" of the
follo2ing schools !entioned ao$e% He also chose this school ecause he 2ants to a##ly in one
of these schools as y the ti!e he g"aduate and he 2ants to hel# the school on ha$ing a #"og"a!
on ho2 to use educational technology as tools in teaching science th"ough the -no2ledge he
gained f"o! his "esea"ch%
Re&*o!et&
  The "esea"che" selected / teache"s of 5"ade 2ho teaches science in diffe"ent schools in
Pagilao dist"ict% The teache"s 2e"e selected "ando!ly& they a"e all ca!e f"o! diffe"ent #ulic
and #"i$ate schools in Pagilao& ue3on na!ely Pagilao Cent"al Ele!enta"y ;chool& Pagilao
East Ele!enta"y ;chool& Pagilao West Ele!enta"y ;chool& Casa Del 7ino esus de Pagilao
;chool& Al Castle Ele!enta"y ;chool& Pinagayanan Ele!enta"y ;chool& Tali#an Ele!enta"y
;chool%
Re&earch I&tr'met
  The "esea"che" gathe"ed data th"ough the use of 'uestionnai"e% The 'uestionnai"e consist
of the follo2ing #"ole! state!ent& the de!og"a#hic #"ofile of the "es#ondents include thei" age&
 
science in te"!s of !anage!ent& as st"ategy& as tool enhance!ent & and lastly the i!#lication of 
using educational technology as tools in teaching science%
Data Gatheri" Proce!'re&
  The data fo" this "esea"ch 2e"e collected using a su"$ey 'uestionnai"e% The su"$ey 2as
c"eated using suitale 'uestions !odified f"o! "elated "esea"ch and indi$idual 'uestions fo"!ed
 y the "esea"che"% The su"$ey 2as co!#"ised of ./ 'uestions& 2hich 2e"e "elated to the
 #a"tici#ant(s #e"ce#tion "ega"ding the le$el of effecti$eness of educational technology as tools in
teaching science IV% Afte" the #"ofesso" $alidated the 'uestionnai"e& these 2e"e dist"iuted to the
selected #ulic and #"i$ate schools science teache"s in Pagilao& ue3on% The "esea"che"s
assu"ed confidentiality of thei" su"$ey sheets since the identities a"e not i!#o"tant% The
"esea"che"s also unde"stood that #eo#le(s consciousness !ay also affect thei" honesty and
effecti$eness in ans2e"ing the su"$ey& and so& the "esea"che"s ga$e #eo#le the o#tion of eing
anony!ous% Pa"tici#ants 2e"e gi$en ti!e to "es#ond and then the "esea"che"s collected the
su"$eys the ne*t day% The"e 2e"e no incenti$es offe"ed fo" #a"tici#ating in the "esea"ch% 7e*t& the
"esea"che"s #lanned the 'uestions that they 2ould e as-ing to the inte"$ie2%
+tati&tical Treatmet
Fo" 2eighted !ean
 
TWF total #"oduct of the "an- $alues o" 2eighted of the catego"ies o" $alues
inte"#"etation !ulti#lied y thei" "es#ecti$e f"e'uency%