Title:
SUPPORTING THE INTEGRATION OF TECHNOLOGY IN ELEMENTARY SCIENCE INSTRUCTION: A REVIEW OF LITERATURE

Authors:
Elizabeth B.Morales and Tonya Huber ,USA

Abstract:
Technology has been integrated into practically every aspect of our daily lives and children are immersed in it from a very young age. Teachers are now expected to integrate technology into their instruction in order to engage students and strengthen their science and technology skills; however, as technology consistently changes, teachers often find themselves lacking the knowledge and skills to effectively execute this integration. The purpose of this literature review is to explore if explicit professional development (PD) positively affects the integration of technology in elementary science instruction. First, the author examined what was already being done to change teacher perceptions towards integrating technology in the elementary science classroom. Then, the author analyzed the literature to identify the strengths, limitations, and commonalities among the different studies. Overall, the findings revealed that explicit professional development over the span of one or more years can have a positive effect towards teachers integrating technology into their science lesson