The Impact of Technology Enhanced Science Instruction on Pedagogical Beliefs and Practices

The paper presents a qualitative case study of a Technology Enhanced Instruction (TEI) model called Technology Enhanced Secondary Science Instruction (TESSI). The implementation of TEI in TESSI classrooms resulted in significant changes in the educational beliefs, and the teaching and learning practices of those involved: a) classroom structures were modified to emphasize guided, self-directed learning; b) views of learning were transformed to regard skills such as time management, goal setting, self monitoring, and problem solving to be as significant as science knowledge; and c) teachers' roles were changed from transmitters of knowledge to facilitators of learning. These changes are illustrated through reflections by the teachers, students, administrators and researchers associated with the Project. TESSI resulted in a significant increase in enrollment and achievement as measured by government exams.