An investigation into the introduction and use of new technologies in secondary science teaching

Abstract

This is a case study of teachers and students in selected secondary schools in the UK.It looks at the way two recently developed technologies, Virtual Learning Environments (VLEs) and Electronic Voting Systems (EVSs) were being used in the teaching and learning of science in selected secondary schools. The study made use of a combination of semi-structured interviews and questionnaires to elicit the views and experiences of teachers and students from their use of the technologies. Qualitative data was analysed using thematic analysis and quantitative data was analysed by the use of Excel. The study revealed that the use of both VLEs and EVSs is relatively new in schools. Both technologies were shown to have potential to enhance students' learning experiences. I found that despite local authority support and strong initial interest from teachers, a project to introduce the use of a VLE into science teaching ultimately failed. The study explores possible reasons for this and suggests changes that may help to avoid similar failures in the future.In particular, the study established the need for staff development and technical support to optimise the use of new technologies in schools.