Challenging the Technology Myth in STEM Teacher Education: From Theory to Practice

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-5 - Beyond Technology for Technology's Sake: Enhancing Preservice Teacher Learning

Abstract

This study challenges the myth of technology, as a universal equalizer in teacher education by examining why exposing STEM teacher-candidates to novel technologies is insufficient for supporting their acquisition of knowledge, skills, and positive attitudes about technology-enhanced pedagogies. This research bridges learning theory and teacher education practice by devising a theoretical framework for implementation technology-enhanced pedagogies in STEM teacher education and illustrating how this framework can be implemented into practice. The empirical part of the study is situated in one of the largest teacher education programs in Canada. In this program, STEM teacher-candidates are being immersed in technology-enhanced learning environments in their methods courses, and, then design technology-rich curricular materials, and consequently implement them during their school practicum.

Authors

• Marina Milner-Bolotin, The University of British Columbia

• Svetlana Chachashvili-Bolotin, Ruppin Academic Center