The almost universal accessibility of information technology presents complex challenges requiring changes in teaching methods and learning environment. The integration of ICT and science teaching requires innovative teaching methods based on a constructivist approach. This study examines the extent to which science teachers in Israel who identify themselves as using ICT in their classrooms, actually integrate ICT in their practice, and use ICT to promote higher order thinking.
Material and methods:
Twelve science teachers were interviewed with an open ended protocol to reveal attitudes towards ICT and its classroom use. Data was analyzed using grounded theory to generate attitudinal and usage categories.
Most teachers in this study use ICT tools primarily for visual aspects of their teaching, such as upgrading classroom demonstrations. They are unaware of the need to change their teaching methods by adopting sophisticated computer applications relevant to science teaching. Even the minority who felt the need to change teaching methods do not know how to achieve this end.
The introduction of technology in Israeli classrooms has not been accompanied by appropriate changes in pedagogy. Positive attitudes towards ICT usage are not sufficient, and teachers require both training and ongoing support to incorporate ICT into their teaching.