DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS

Abstract

Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners’ perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology. Keywords: educational technology, infographic, pre-service science teachers, science education.