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PUBLICATION INFORMATION

TITLE OF PUBLICATION
INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION: COMPETENCIES AND BELIEFS OF BULGARIAN TEACHERS
NAME OF AUTHOR(S)
Milena Kirovа, Elena Boiadjieva, Roumiana Peytcheva-Forsyth
NAME OF PUBLISHER
Sofia University
YEAR OF PUBLICATION
2012
LANGUAGE OF PUBLICATION
Bulgarian
PUBLICATION TYPOLOGY
Research
TARGET GROUP OF PUBLICATION
Teachers, Policy Makers
SIZE OF THE PUBLICATION
Over 10 pages
DESCRIPTION OF CONTENTS
The meaningful integration of Information and Communication
Technologies (ICT) in the learning process is viewed as one of the key instruments for improving the quality of pupils’ learning experiences; it is also among the priorities of the school reform in Bulgaria. Pupils’ and teachers’ access to ICT in the classroom is of course a necessary condition for successful teaching and learning with new technologies but it is not the most significant factor that predetermines the success of computer-enhanced education. Research on the integration of new technologies in education reveals that the key factor for success is the degree to which teachers have developed the necessary skills, competencies, and motivation for meaningful integration of technologies. This article presents the results of a national representative study of teachers’ competencies and beliefs related to the incorporation of ICT into their teaching.
The purpose of the research is to give a general overview of the competences and viewpoints of Bulgarian teachers in Natural Sciences in relation to the application of ICT in the teaching and learning process within secondary schools. The research provides answers to the following questions: "What ICT skills related to computers, computer applications and Internet do the teachers have?", "To what extent do they feel confident when applying ICT in training?", "What is their opinion about the possibilities of further application of ICT to teaching/learning in Natural Sciences?".
The analysis focuses on teachers in Natural Sciences from different regions within Bulgaria - 41 teachers altogether - 36 females and 5 males. There are no teachers under the age of 30. The professional description of these teachers involves the following parameters - teaching (pedagogical) experience, educational and qualification degree, academic degree course and subjects taught.
The analysis covers the answers of the teachers to the questions grouped in the following
areas:
1. Computer skills of teachers in Natural Sciences
2. Teachers' confidence in using technologies when presenting learning content (development of animations, finding appropriate resources, development and use of multimedia presentations), integrating them in the lesson and organizing team work.
3. Teachers' opinion about the possibilities of ICT for improving teaching.
REVIEWER’S COMMENTS ON THE PUBLICATION
The participants in the study were natural science teachers from different types of schools and different country regions. The results of the study suggest that in their teaching practice, the participants are not confident in their technical skills and are hesitant about using ICT in their teaching. However, when asked to discuss the issue on a theoretical level, they show awareness of the role and potentials of ICT for teaching science. The outcomes of this study show strong evidence that teachers need further training in order to support the development of their skills and competencies related to ICT enhanced teaching and learning; they show readiness to participate in such training and recognize that this would allow them to improve their teaching practices as well as the learning environment.
WHERE TO FIND IT
Bulgarian Journal of Science Education, Volume 21, Number 2, 2012
PDF OF THE PUBLICATION
NAME OF THE REVIEWING ORGANISATION
Technical University Gabrovo

Comments about this Publication

Your comments are welcome


Date: 2013.07.26

Posted by Antonella Lotti (Italy)

Message: The publication gives an overview of skills and viewpoints of Bulgarian teachers in Natural Sciences about the use of ICTs in the teaching within secondary schools. The analysis is clever and complete and covers the answers of the teachers to the questions concerning their computer skills, their confidence in using technologies when presenting learning contents, and their opinion about the possibilities of using ICT for improving teaching. The results of the study show that the participants are not confident in their technical skills and are diffident about using ICTs to teach their discipline. This suggests that teachers need to be trained in order to develop digital skills but also in order to learn how to apply them to the teaching-learning process of Sciences.
The study is important because it confirms a problem common to several European countries: despite the effort of European Commission and of single Governments in order to promote the use of Information and Communication Technologies at school, teachers are not able to follow this direction and are not convinced that it is the right direction to improve the teaching of Sciences.
For this reason, they need a support, not only to improve their digital skills, but mainly to trust in ICTs and to use them in a suitable way. Only in this way ICTs can become real resources for teaching, and will not be considered as tool that teachers are obliged to use in someway.

Date: 2013.07.03

Posted by Katarína Javorová (Slovakia)

Message: The paper shows key factors that may explain the success of the integration of ICT in teachers’ practices in Bulgaria, focusing on science teachers . It is the result of a research to know how Bulgarian science teachers feel about using ICT in teaching, which may improve their training in this regard. In this research were asked about their computer skills, their confidence in using ICT and their opinion on the possibilities to use ICT in natural science teaching. In this context in Slovakia we have now big national education project for teachers about using ITC in schools especially in natural science education. The paper does not suggest new approaches or methods, but rather insists on the importance to train teachers to properly use new tools and underlines how essential it is that science teachers achieve enough technical competences to use ICT during their lessons, with particular focus on the integration of those technologies. the document observes the teachers’ lack of training in ICT. The research recommends training without giving examples or other ideas.

Date: 2013.05.29

Posted by Françoise Derwa (Collège Sainte-Véronique) (Belgium)

Message: This publication analyses key factors that may explain the success of the integration of ICT in teachers’ practices in Bulgaria, focusing on science teachers (although not only in chemistry). It is the result of a research to know how Bulgarian science teachers feel about using ICT in teaching, which may improve their training in this regard. They were asked about 1) their computer skills 2) their confidence in using ICT and 3) their opinion on the possibilities to use ICT in natural science teaching.
The relevant issue addressed here is that of science teachers’ computer skills. It notes that access to ICT in the classroom, although an important factor, is not enough without the skills to master those tools. Are those skills sufficient for teachers to integrate ICT in their teaching? Apparently no. Although aware of the potential of ICT for science teaching, teachers do not trust their own command of the tool, which is currently an impediment to the development and use of ICT in their classes.
The publication does not suggest new approaches or methods, but rather insists on the necessity to train teachers to properly use new tools.
The paper underlines how essential it is that science teachers achieve enough technical competences to use ICT during their lessons, with particular focus on the integration of those technologies. The particular competences are not specified in the review in English, although one can assume they are in the complete publication.

Date: 2013.05.29

Posted by DOMINIQUE LAMBERT (Belgium)

Message: The publication describes the problems encountered in other countries: decreasing number of people in education and difficulties to use ICT in lessons. The publication describes a research for natural science teachers, but the difficulties are the same for chemistry teachers. The relevant issue for chemistry teachers concern some of the applications detailed in the text that are useful in teaching: how to find animations, resources, presentations…
In the (French-speaking) Belgian context, teachers meet every year to participate in a science congress during which teachers present experiments. To use ICT, an institute (IFC – Institut de la Formation en Cours de Carrière) provides training during the school year. Every teacher has to take two days of training (in two years). Although mentioning the necessity to acquire ICT skills, the document does not address the necessary skills and gives no solution.
To conclude, the document observes the teachers’ lack of training in ICT. The research recommends training without giving examples or other ideas. The text only addresses document search (animations). It should address the use of tablets, sensors, podcasts…

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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