An Examination of How Science Teachers' Experiences in a Culture of Collaboration Inform Technology Implementation

摘要

This paper presents a case study of Technology Enhanced Secondary Science Instruction (TESSI), a school-university collaboration designed to explore what can be accomplished when teachers and researchers work together to bring technology into the secondary science classroom. Features that contributed to a successful and powerful collaboration are explored. The paper illustrates how a "culture of collaboration" may contribute to significant techno- logical reform, and foster conceptual change leading to distinctive pedagogy and praxis. The findings support Kimmel and Deck's contention that teachers should take a central role in reforms that direct the implementation of technologies within the classroom.