Technology Use in Secondary Chemistry and Physics Classrooms in Kentucky

ID: 50050 Type: Brief Paper
  1. Justin Elswick and Lesia Lennex, Morehead State University, United States

Tuesday, March 7 1:45 PM-2:05 PM Location: Capitol A View on map

Presider: Christine Anderson, Western Illinois University, United States

Abstract: As the presence of technology grows, so does its importance and usefulness to chemistry and physics education. This study focused on how technology is being used in secondary chemistry and physics classrooms across Kentucky and its perceived classroom effects. Using SurveyMonkey, 74 secondary chemistry and physics teachers in 34 Kentucky school districts were asked about the kinds of technology they used in their classrooms and in what way(s) they used the technologies. The survey response was 23% (N=17). Survey results indicated that teachers used videos, various apps and websites, cell phones, tablets, lab aids, and SMARTboards in their classrooms. Teachers reported using technology for enhancing instruction, easing data collection, and student research. Overall, teachers felt that technology makes instruction better and easier, but can also become a huge distraction for students.


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