Using cloud-computing applications to support collaborative scientific
inquiry: Examining pre-service teachers’ perceived barriers to integration
Abstract
Technology plays a crucial role in facilitating collaboration within the scientific community.
Cloud-computing applications, such as Google Drive, can be used to model such collaboration
and support inquiry within the secondary science classroom. Little is known about pre-service
teachers’ beliefs related to the envisioned use of collaborative, cloud-based technologies. These
beliefs may influence future integration. This study finds several first-order barriers, such as
perceptions that these tools would take too much time to use. Second-order barriers include
perceptions that this technology would not promote face-to-face collaboration skills, would
create classroom management challenges, and beliefs that the technology does not help
students understand the nature of science. Suggestions for
Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers to integrationAbstractTechnology plays a crucial role in facilitating collaboration within the scientific community.Cloud-computing applications, such as Google Drive, can be used to model such collaborationand support inquiry within the secondary science classroom. Little is known about pre-serviceteachers’ beliefs related to the envisioned use of collaborative, cloud-based technologies. Thesebeliefs may influence future integration. This study finds several first-order barriers, such asperceptions that these tools would take too much time to use. Second-order barriers includeperceptions that this technology would not promote face-to-face collaboration skills, wouldcreate classroom management challenges, and beliefs that the technology does not helpstudents understand the nature of science. Suggestions for
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