[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590537-105":59,"doc-detail-590537-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","exploring-8th-grade-middle-school-science-teachers-use-of-web-20-tools-antwuan-stinson","Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 Tools - Antwuan Stinson","","A phenomenological qualitative study investigates how in-service 8th grade middle school science teachers use Web 2.0 tools to engage students during instruction. Five participants reflect on classroom practices, showing that teachers’ technology use varies with instructional delivery and shifts when students are engaged in learning beyond the school curriculum. Findings indicate rural teachers need explicit opportunities to engage in work that supports students’ understanding of science concepts and helps cultivate science identities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-8th-grade-middle-school-science-teachers-use-of-web-20-tools-antwuan-stinson/590537/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-8th-grade-middle-school-science-teachers-use-of-web-20-tools-antwuan-stinson/590537.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach was used to study teachers’ use of Web 2.0 tools?","Question",{"text":112,"@type":113},"The study used a phenomenological qualitative framework to explore how in-service science teachers engage students during instruction using emerging technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many participants provided reflections in this study?",{"text":117,"@type":113},"Five participants provided reflections about their practices used during classroom instruction.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study suggest rural in-service teachers need to support student learning?",{"text":121,"@type":113},"Rural in-service teachers need explicit opportunities to engage in work that helps students learn science concepts, along with attention to how teachers’ science content knowledge and instruction design cultivate science identities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590537,1792923320,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Exploring 8th Grade Middle School Science Teachers’Use of Web  \n2.0 Tools  \nAntwuan Stinson  \nAlabama State University  \nEducational research focuses on the way teachers and students interact and how teachers structure learning environments to promote interactions. Rural schools require more efficient use of limited human resources if they are not able to hire sufficient numbers of teachers who possess the knowledge and skills. The researcher used a phenomenological qualitative framework to explore how in-service science teachers engage students during instruction using emerging technology. Five (5) participants provided reflections about their practices used during classroom instruction. As expected, the teachers’technological usage varied with instructional delivery and changes with engaging students in learning beyond the school curriculum. The findings suggest rural in-service teachers need explicit opportunities to engage in work to help their students learn science concepts and the extent to which participants know their science content and design instruction that cultivate science identities.  \nKey words: science instruction, constructivism, Web 2.0 tools, instructional delivery, student engagement  \nIntroduction  \nOne of the primary goals of science education is to cultivate scientific habits of mind, develop scientific inquiry, and know how to reason in a scientific context within each learner (Layton, 1973) . All students, regardless of family background, should benefit from instruction to meet college and career-ready criteria. Many teachers are joining online communities and subscribing to blogs and websites to improve their professional practice. However, limited resources in rural and low-income school districts, such as those in the Black Belt region of Alabama, may not provide opportunities for students to forgo traditional textbooks engaging with a larger learning environment. No longer are textbooks the only source of information; but, students carry their work on USB (Universal Serial Bus) flash drives that plug into any computer.  \nThe researcher explored the perspectives of in-service teachers’development of apedagogically web-based blended driven approach to teaching 8th grade middle school science students. Jennifer Beane (2004) argued students in middle school should be exposed to learning experiences that engage students in exploratory type community based experiences. Educational technology tools are available for science teachers during instruction but are still challenging for most teachers. Helping students make connections among science and technology and making use of current social and technological emerging tools can assist students in becoming scientifically literate through the integration of knowledge and skills (Enger & Yager, 2009) . This study uses research questions to investigate the experiences of teachers integrating technology during instruction. It is evident of the need for providing professional development to integrate Web 2.0 to be an ongoing process where teachers require time to process steps.  \nWeb 2.0 is a broad term which refers to usage of the internet and includes the tools to promote collaboration, user-generated content, and new knowledge and interaction between sites. It is important teachers develop a comprehensive use of technology through careful consideration of pedagogy and professional development (Hsu, 2010) . As equipment and network infrastructure expands to increase usage of computers, there is an increase in demand for computer training since teachers are expected to improve Information and Communications Technology (ICT) integration into their lessons. Digital natives are nested with technology and use technological devices efficiently and effectively in their daily lives. Although teachers set learning goals and are role models, the use of social media by students have created a community where teachers learn more and more from their peers (Hsu, 2010) .  \n","cbCaisdiOKiAaF1s","https://ap.wps.com/l/cbCaisdiOKiAaF1s","pdf",198151,11,"English","# Introduction\n## Study focus and rationale\n## Web 2.0 and professional development\n## Science instruction, inquiry, and problem solving","[{\"question\":\"What research approach was used to study teachers’ use of Web 2.0 tools?\",\"answer\":\"The study used a phenomenological qualitative framework to explore how in-service science teachers engage students during instruction using emerging technology.\"},{\"question\":\"How many participants provided reflections in this study?\",\"answer\":\"Five participants provided reflections about their practices used during classroom instruction.\"},{\"question\":\"What does the study suggest rural in-service teachers need to support student learning?\",\"answer\":\"Rural in-service teachers need explicit opportunities to engage in work that helps students learn science concepts, along with attention to how teachers’ science content knowledge and instruction design cultivate science identities.\"}]","Exploring 8th Grade Middle School Science Teachers’ Use of Web 2.0 Tools - Antwuan Stinson | PDF",1792069843,28]