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Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning

James Edward Osler II*, Gail Hollowell**, Stacy M. Nichols***

*-**-*** North Carolina Central University.

Periodicity:July - September'2012
DOI : https://doi.org/10.26634/jet.9.2.1947

Abstract

Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective. Although the most modern technology—enhanced content is available for classroom deployment, this study suggests that various challenges arise that can delay a fully productive and successful integration of technology in the science classroom. In this study, seven urban school science teachers, incorporated technology—enhanced inquiry—based modules into their lesson plans to determine the overall effectiveness of technology integration in their classrooms. This paper examines how Technology Engineering helps students to understand scientific phenomena, despite hindrances within the instructional environment.

Keywords

Instructional Challenges, Technology Engineering, Science Education, Urban School Setting.

How to Cite this Article?

James E. Osler, Gail P. Hollowell and Stacy M. Nichols (2012). Technology Engineering In Science Education: Where Instructional Challenges Interface Nonconforming Productivity To Increase Retention, Enhance Transfer, And Maximize Student Learning. i-manager’s Journal of Educational Technology, 9(2), 31-39. https://doi.org/10.26634/jet.9.2.1947

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