Digital tools in secondary chemistry education – added value or modern gimmicks
Bibliographic Data
| ID | 22167266 |
|---|---|
| Authors | Olivia Wohlfart (0000-0001-5020-6590, Karlsruhe Institute of Technology, corresponding author), Alina L Wagner (Karlsruhe Institute of Technology), Ingo Wagner (0000-0003-3915-6793, Karlsruhe Institute of Technology) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-06-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1197296 |
| OpenAlex | W4382776467 |
| Language | EN |
| Citations received | 4 |
| References cited | 37 |
The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students
Chemistry Education · Engineering ethics · Mathematics education · Multimedia · World Wide Web · Computer Science · Digital literacy in education · E-Learning and Knowledge Management · Engineering · Psychology · Technology-Enhanced Education Studies
Technology acceptance model in educational context
The technology acceptance model (TAM)
Preparing pre-service teachers to integrate technology in education
The Technology Acceptance Model
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
User Acceptance of Computer Technology
Let’s draw molecules
Attitude and technological pedagogical and content knowledge
Jenseits von Professionswissen
Teachers’ role in digitalizing education
The potential of digital tools to enhance mathematics and science learning in secondary schools
The impact of teacher education courses for technology integration on pre-service teacher knowledge
Use of digital tools as a component of STEM education ecosystem
Theorizing Teacher Agency and Reform
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |